kayak instructor course - gould lake outdoor centre

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STUDENT MANUAL

KAYAK INSTRUCTOR COURSE2019

______________________________________________________

STUDENT MANUAL

KAYAK INSTRUCTOR COURSE2019

1 1

TABLE OF CONTENTSS L (W )

Course Outline / Trip Tasks / KIC Roles And Responsibili es 4Course Schedule / Barn Day Schedule / General Notes 6Clothing, Gear Lists, Assigned Gear, Food Lists 9Assessments 13

W S L R (P )Sea Kayaking 26Wind and Waves/Weather/Safe Boa ng 32ORCKA 40Equipment Care/Maintenance 42How to Pack a Kayak / Kayak Paddles 51Naviga on 53Knots 62

L , T G DL R (Y )

Expedi on Behaviour / Teamwork 66Communica on / Feedback 71Confl ict Resolu on 75Stress Management 78Developing Judgment 85Teaching 87Group Development 92Leadership 95TCP Info / An cos Map 100

GPP3O A (W )Pre-Trip Refl ec on / Final Trip Refl ec on 104Leadership Self-Assessment 108Resume Builder / Interview 112TCPs / LOD Assignments 121Final Test (blank pages) 135

PAD4O A (N )Goal Se ng 142Pre-Trip Fitness Refl ec on / Post-Trip Fitness Refl ec on 145Lessons 148

T L D R (G )Daily Refl ec ve Ques ons 162KIC Summary Trip Log / Wanna work at GL? / ORCKA Prereq’s 195Keep in Touch / DIY T-Shirt / What GL Means to Me 198

TABLE OF CONTENTSS L (W )

Course Outline / Trip Tasks / KIC Roles And Responsibili es 4Course Schedule / Barn Day Schedule / General Notes 6Clothing, Gear Lists, Assigned Gear, Food Lists 9Assessments 13

W S L R (P )Sea Kayaking 26Wind and Waves/Weather/Safe Boa ng 32ORCKA 40Equipment Care/Maintenance 42How to Pack a Kayak / Kayak Paddles 51Naviga on 53Knots 62

L , T G DL R (Y )

Expedi on Behaviour / Teamwork 66Communica on / Feedback 71Conflict Resolu on 75Stress Management 78Developing Judgment 85Teaching 87Group Development 92Leadership 95TCP Info / An cos Map 100

GPP3O A (W )Pre-Trip Refl ec on / Final Trip Reflec on 104Leadership Self-Assessment 108Resume Builder / Interview 112TCPs / LOD Assignments 121Final Test (blank pages) 135

PAD4O A (N )Goal Se ng 142Pre-Trip Fitness Refl ec on / Post-Trip Fitness Reflec on 145Lessons 148

T L D R (G )Daily Refl ec ve Ques ons 162KIC Summary Trip Log / Wanna work at GL? / ORCKA Prereq’s 195Keep in Touch / DIY T-Shirt / What GL Means to Me 198

3 3

T :

� Course Outline and Trip Tasks � Roles and Responsibili es � Course Schedule � Barn Days Schedule � General Notes � Personal Clothing List � Personal Gear List � Assigned Group Equipment � Assessments (Dra s)

SCHEDULES AND LISTS

T :

� Course Outline and Trip Tasks � Roles and Responsibili es � Course Schedule � Barn Days Schedule � General Notes � Personal Clothing List � Personal Gear List � Assigned Group Equipment � Assessments (Dra s)

SCHEDULES AND LISTS

4 4

P -TComplete the following BEFORE the fi rst day of your KIC trip

� Read the Roles & Responsibili es of a KIC � Job Applica on Assignment (Cover le er and Resume) � Interview Ques ons � Pre-Trip Refl ec on � Goal Se ng Assignment � Pre-Trip Fitness Ques onnaire

D TComplete the following DURING your KIC trip:

� Three Independent Lessons (Lesson Plan & Delivery) � Lesson #1: Personal Choice! � Lesson #2: Theory Lesson � Lesson #3: Prac cal Lesson � Leadership Self Assessment � Three TCP Plans � LOD Refl ec on � Individual Diff erences in Learning � Group Refl ec on Project � Mock interview with your instructors � Daily Trip Log & Refl ec ons

P -TComplete the following NEAR THE END of your KIC trip:

� Post-Trip Fitness Ques onnaire � Final Leadership Skills Assessment � Final Trip Refl ec on

COURSE OUTLINE & TRIP TASKSP -TComplete the following BEFORE the fi rst day of your KIC trip

� Read the Roles & Responsibili es of a KIC � Job Applica on Assignment (Cover le er and Resume) � Interview Ques ons � Pre-Trip Refl ec on � Goal Se ng Assignment � Pre-Trip Fitness Ques onnaire

D TComplete the following DURING your KIC trip:

� Three Independent Lessons (Lesson Plan & Delivery) � Lesson #1: Personal Choice! � Lesson #2: Theory Lesson � Lesson #3: Prac cal Lesson � Leadership Self Assessment � Three TCP Plans � LOD Refl ec on � Individual Diff erences in Learning � Group Refl ec on Project � Mock interview with your instructors � Daily Trip Log & Refl ec ons

P -TComplete the following NEAR THE END of your KIC trip:

� Post-Trip Fitness Ques onnaire � Final Leadership Skills Assessment � Final Trip Refl ec on

COURSE OUTLINE & TRIP TASKS

5 5

RGroup Member: You are an important part of this team. Your personal strengths, opinions, values, and lifestyle choices makes you who you are; and because of this you play an intricate role in adding to the overall dynamic of the group. It is essen al that you recognize this and always respect yourself and those around you. This includes but is not limited to: the right for everyone in the group to work and live in a safe environment free of judgment, discrimina on and harassment. This also includes the right to privacy and confi den ally. On trip there will be many group discussions that may include some very personal topics. Please respect the opinion of others and show respect by keeping any informa on confi den al if it is requested.

Role Model: As a member of a group of experienced trippers, you are expected to act as a posi ve role model for your peers each and every day of trip.

Leader of the Day: You will be given at least three opportuni es to act as the “leader of the day”. Your instructors will provide you with all of the informa on you will need in order to be successful. Including how to properly fi ll out and follow a Time Control Plan.

Instructor: As previously men oned, you will be required to teach a series of formal and informal lessons to your peers.

Assessor: Instructors will ask you for your input (or they should) about observing other students during tasks and lessons and about how to make and provide plans to help them get be er at those tasks.

IInstructors are here to help! Talk to instructors regularly about your progress and ask ques ons to become a be er leader and outdoor professional. Take the ini a ve to set up a mee ng with you instructors before trip to talk about expecta ons, both yours and theirs.

LOn your KIC trip you are responsible for planning and delivering THREE group lessons independently (one personal choice, one theory and one skill/prac cal lesson). All lessons will be conducted on trip. Each lesson needs to have a completed lesson plan and refl ec on.

KIC ROLES AND RESPONSIBILITIES RGroup Member: You are an important part of this team. Your personal strengths, opinions, values, and lifestyle choices makes you who you are; and because of this you play an intricate role in adding to the overall dynamic of the group. It is essen al that you recognize this and always respect yourself and those around you. This includes but is not limited to: the right for everyone in the group to work and live in a safe environment free of judgment, discrimina on and harassment. This also includes the right to privacy and confi den ally. On trip there will be many group discussions that may include some very personal topics. Please respect the opinion of others and show respect by keeping any informa on confi den al if it is requested.

Role Model: As a member of a group of experienced trippers, you are expected to act as a posi ve role model for your peers each and every day of trip.

Leader of the Day: You will be given at least three opportuni es to act as the “leader of the day”. Your instructors will provide you with all of the informa on you will need in order to be successful. Including how to properly fi ll out and follow a Time Control Plan.

Instructor: As previously men oned, you will be required to teach a series of formal and informal lessons to your peers.

Assessor: Instructors will ask you for your input (or they should) about observing other students during tasks and lessons and about how to make and provide plans to help them get be er at those tasks.

IInstructors are here to help! Talk to instructors regularly about your progress and ask ques ons to become a be er leader and outdoor professional. Take the ini a ve to set up a mee ng with you instructors before trip to talk about expecta ons, both yours and theirs.

LOn your KIC trip you are responsible for planning and delivering THREE group lessons independently (one personal choice, one theory and one skill/prac cal lesson). All lessons will be conducted on trip. Each lesson needs to have a completed lesson plan and refl ec on.

KIC ROLES AND RESPONSIBILITIES

6 6

COURSE SCHEDULE 2019

D D / L D

1 July 18 Barn

Welcome!Swim testKayak SkillsBus Pick Up 8:30AM - Return 4:00PM (Centennial PS)

2 July 19 Barn

Food check/packRoute reviewGear check (personal and group)Bus Pick Up 8:30AM - Return 4:00PM (Centennial PS)

3 July 20 Barn

Packing Day - Load Trip GearLesson on LessonsExpedi on behaviourBus Pick Up 8:30AM Return 4:00PM (Centennial PS)

4 July 21 Day Off

5 July 22 Drive

Depart Centennial PS @ 6:00AMTravel to Rimouski – load ferry, depart 10:00PM

6 July 23 Ferry

Arrive Port Menier – 9:00PM camp overnight in town of Port Menier

7-31 July 24 - Aug 17 Paddling!

32-33Aug 19

Return From Trip

Leave Port Menier Aug 18 (3:15PM)Arrive in Rimouski Aug 19 (11:45AM)Return to Centennial PS Aug 19 (approx 11:00PM – will call parents closer to arrival me)

Please note that the ferry schedule can vary. It is recommended that parents refer to the Gould Lake website for updates on the end of trip bus arrival mes.

COURSE SCHEDULE 2019

D D / L D

1 July 18 Barn

Welcome!Swim testKayak SkillsBus Pick Up 8:30AM - Return 4:00PM (Centennial PS)

2 July 19 Barn

Food check/packRoute reviewGear check (personal and group)Bus Pick Up 8:30AM - Return 4:00PM (Centennial PS)

3 July 20 Barn

Packing Day - Load Trip GearLesson on LessonsExpedi on behaviourBus Pick Up 8:30AM Return 4:00PM (Centennial PS)

4 July 21 Day Off

5 July 22 Drive

Depart Centennial PS @ 6:00AMTravel to Rimouski – load ferry, depart 10:00PM

6 July 23 Ferry

Arrive Port Menier – 9:00PM camp overnight in town of Port Menier

7-31 July 24 - Aug 17 Paddling!

32-33Aug 19

Return From Trip

Leave Port Menier Aug 18 (3:15PM)Arrive in Rimouski Aug 19 (11:45AM)Return to Centennial PS Aug 19 (approx 11:00PM – will call parents closer to arrival me)

Please note that the ferry schedule can vary. It is recommended that parents refer to the Gould Lake website for updates on the end of trip bus arrival mes.

7 7

BARN DAY SCHEDULE

DAY 1: W -B

9:15 Welcome - Intros 9:30 Group ac vity9:45 Swim test and wet exits10:15 Intro to kayaks (parts, skirts, paddle, foot pedal adjustment/rudders10:30 Kayaking 101: li ing/carrying, enter/exits, basic mobility (forward,

stopping, reverse, sweep/turning strokes, landings)12:00 Lunch (30 mins)

12:30 Kayaking 102: Review basics, bracing, sculling, Rescues: towing, peer (kayak over kayak), assisted roll rescue, unassisted re-entry, unassisted roll rescue (demo)Tidy up (by 2:40)

2:45 Group check in (med checks)

3:10 Announcements/briefi ng for next day

3:20 Bus departs Gould Lake

DAY 2: L -B9:15 Welcome back! - Group ac vity

9:30 Food (check, sort, pack)

11:30 Route review12:00 Lunch (30 mins)

12:30 Gear check (personal)

1:30 Group gear check: tents, thelmas, stoves, fi ltersGroup check in (course expecta ons, lesson check)



DAY 3: L -B9:15 Welcome back again! - Group ac vity

9:30 Packing!!!

12:00 Lunch (30 mins)

12:30 Finish packing (if needed), load truck and trailer

2:30 Lesson on Lessons

3:00 Expedi on behaviour Announcements/briefi ng for next day


BARN DAY SCHEDULE

DAY 1: W -B

9:15 Welcome - Intros 9:30 Group ac vity9:45 Swim test and wet exits10:15 Intro to kayaks (parts, skirts, paddle, foot pedal adjustment/rudders10:30 Kayaking 101: li ing/carrying, enter/exits, basic mobility (forward,

stopping, reverse, sweep/turning strokes, landings)12:00 Lunch (30 mins)

12:30 Kayaking 102: Review basics, bracing, sculling, Rescues: towing, peer (kayak over kayak), assisted roll rescue, unassisted re-entry, unassisted roll rescue (demo)Tidy up (by 2:40)

2:45 Group check in (med checks)



DAY 2: L -B9:15 Welcome back! - Group ac vity

9:30 Food (check, sort, pack)

11:30 Route review12:00 Lunch (30 mins)

12:30 Gear check (personal)

1:30 Group gear check: tents, thelmas, stoves, fi ltersGroup check in (course expecta ons, lesson check)



DAY 3: L -B9:15 Welcome back again! - Group ac vity

9:30 Packing!!!

12:00 Lunch (30 mins)

12:30 Finish packing (if needed), load truck and trailer

2:30 Lesson on Lessons

3:00 Expedi on behaviour Announcements/briefi ng for next day


8 8

T R B G L E D … � Personal fl oata on device (PFD) � Prescribed medica on if any (i.e., epi-pens, inhalers...) � 2 litres of water or juice � Running shoes, for fi tness ac vi es (not sandals) � Sunscreen and lip-block � Bug repellent (op onal) � Hat and sunglasses � Swimsuit and towel � Rain gear and warmer clothes (in case it’s cold) � Lunch - all your garbage goes home with you! � This Trip Manual

KIC P N � The following pages will provide you with a clothing and gear list.

Considering that space is fairly limited, please try your best not to stray too far away from the suggested quan es. If there are any concerns please talk with the instructors.

� It is best to have several small bags, rather than one larger one. Generally, you will have a lap bag (provided by GL) for gear that needs to be readily accessible during the day, a bag of upper body clothes and a bag of lower body clothes. A good way to pack is to use sleeping bag covers and several heavy-duty garbage bags. Sealine dry bags are also okay; just remember to keep them small (20L or less)

� DO NOT BRING: Any alcohol, cigare es, e-cigare es (including vaporizers) or any other non-prescribed drugs- you will be evacuated from the course at YOUR OWN expense. This is very costly, since it will require a last minute fl ight from Port Menier as well as staff me to accompany you, Yikes!

GENERAL NOTEST R B G L E D …

� Personal fl oata on device (PFD) � Prescribed medica on if any (i.e., epi-pens, inhalers...) � 2 litres of water or juice � Running shoes, for fi tness ac vi es (not sandals) � Sunscreen and lip-block � Bug repellent (op onal) � Hat and sunglasses � Swimsuit and towel � Rain gear and warmer clothes (in case it’s cold) � Lunch - all your garbage goes home with you! � This Trip Manual

KIC P N � The following pages will provide you with a clothing and gear list.

Considering that space is fairly limited, please try your best not to stray too far away from the suggested quan es. If there are any concerns please talk with the instructors.

� It is best to have several small bags, rather than one larger one. Generally, you will have a lap bag (provided by GL) for gear that needs to be readily accessible during the day, a bag of upper body clothes and a bag of lower body clothes. A good way to pack is to use sleeping bag covers and several heavy-duty garbage bags. Sealine dry bags are also okay; just remember to keep them small (20L or less)

� DO NOT BRING: Any alcohol, cigare es, e-cigare es (including vaporizers) or any other non-prescribed drugs- you will be evacuated from the course at YOUR OWN expense. This is very costly, since it will require a last minute fl ight from Port Menier as well as staff me to accompany you, Yikes!

GENERAL NOTES

9 9

CLOTHING LIST

� I U /TPeaked ball cap/Sun hat To provide shade from sun

Toque For warmth- NO co onRain Hat I.e. Yellow Fisherperson’sBuff and/or bandanna For sun protec on

Swim suitWe recommend students opt for durable, func onal one-piece bathing suits or swim shorts/swim shirt sets.

2 Pairs of quick-dry shorts Can be used as swim suits

3 T-shirts/tank top One t-shirt must have short sleeves for sun protec on

Long pants (RAD- rapid-air dry) NO jeans or jogging pants (not needed if you have wind pants to go over long underwear)

Fleece pants Not necessary but a nice luxury

2 Long underwear tops & bo oms Wool or polypropylene- No co on2 Long sleeve fl eeces or wool sweaters

Must be large enough to fi t over long underwear top

Fleece vest or down vest (op onal) Not essen al, but is nice to have

Bug Jacket This comes in handy

Rain Jacket & Pants Must be reliable, good quality & large enough to fi t over layers

1 pair “trip” shoes (aka “wet” shoes)

Must be sturdy, closed toed footwear that have good ankle support. These shoes will be worn during the day (when traveling/portaging); these will get wet. (i.e. running shoes or hiking shoes/boots) Water shoes and sandals are not acceptable “trip” shoes.

1 pair “In-camp” shoes (aka “dry” shoes)

These will be worn in & around camp. Breathable shoes or sandals with secure top & heel straps are acceptable. Absolutely NO fl ip-fl ops

1 pair neoprene boo es Op onal

4-6 pairs of wool socks No co on

4-6 pairs of underwear Avoid co on if possible. 1 pair of mi s or gloves & 1 pair of paddling gloves

Paddling Gloves- neoprene or dish washing gloves

Wet suit/ dry pants At least a “farmer john” (full legs, no arms). Ideally dry pants

1 paddling jacket Or any other nylon jacket

CLOTHING LIST

� I U /TPeaked ball cap/Sun hat To provide shade from sun

Toque For warmth- NO co onRain Hat I.e. Yellow Fisherperson’sBuff and/or bandanna For sun protec on

Swim suitWe recommend students opt for durable, func onal one-piece bathing suits or swim shorts/swim shirt sets.

2 Pairs of quick-dry shorts Can be used as swim suits

3 T-shirts/tank top One t-shirt must have short sleeves for sun protec on

Long pants (RAD- rapid-air dry) NO jeans or jogging pants (not needed if you have wind pants to go over long underwear)

Fleece pants Not necessary but a nice luxury

2 Long underwear tops & bo oms Wool or polypropylene- No co on2 Long sleeve fl eeces or wool sweaters

Must be large enough to fi t over long underwear top

Fleece vest or down vest (op onal) Not essen al, but is nice to have

Bug Jacket This comes in handy

Rain Jacket & Pants Must be reliable, good quality & large enough to fi t over layers

1 pair “trip” shoes (aka “wet” shoes)

Must be sturdy, closed toed footwear that have good ankle support. These shoes will be worn during the day (when traveling/portaging); these will get wet. (i.e. running shoes or hiking shoes/boots) Water shoes and sandals are not acceptable “trip” shoes.

1 pair “In-camp” shoes (aka “dry” shoes)

These will be worn in & around camp. Breathable shoes or sandals with secure top & heel straps are acceptable. Absolutely NO fl ip-fl ops

1 pair neoprene boo es Op onal

4-6 pairs of wool socks No co on

4-6 pairs of underwear Avoid co on if possible. 1 pair of mi s or gloves & 1 pair of paddling gloves

Paddling Gloves- neoprene or dish washing gloves

Wet suit/ dry pants At least a “farmer john” (full legs, no arms). Ideally dry pants

1 paddling jacket Or any other nylon jacket

10 10

GEAR LIST

� I U /T

PFD (Personal Flota on Device)

Canadian approved PFDs must have an Underwriters Laboratories of Canada (ULC) maple leaf label on the inside of the jacket. Shorter PFDs are preferable as they do not interfere with a spray skirt when kayaking. More informa on in the Parent Handbook.

Sleeping Bag Preferably smallish when packed. Good to minus 10C is a must!

4’ x 8’ ground sheet Tarp-like material or heavy duty plas c is best

Thermarest or insulate padInsulate pads may be borrowed from GL. Please try to avoid Thermarests or pads that do not roll up into a small cylinder

4-5 Small dry bags 5L/10L bags are great, 20L bags are sa sfactory, 30L bags not allowed

Big BagI.e. hockey bags, mesh bags, IKEA shopping bags, etc. These are used to carry all your smaller bags in

Small day pack One that can fold up small. Used for hiking trips on the island

Extra Ziploc bags & sturdy garbage bags At least 5 of each

2 (1 Litre) water bo le(s) with Carabiners

A wide-mouth screw-top is best! Stainless steel, aluminum or plas c (BPA-free).

Cup, bowl, spoonSturdy Tupperware bowl with lid (i.e. “short” Nalgene containers with screw-top lid) *high quality*

Unbreakable Thermos If you have one, please bring it. The group needs ~8 for trip

Pocket knife or mul -tool No blades great than 4” will be permi ed. Must have locking blade

2 lighters and/or box of matches Make sure they are in a waterproof bag (i.e. Ziploc)

1 Whistle A ached to your pack

A big sponge For removing excess water from kayaksHeadlamp (GREAT) or fl ashlight (OK) With extra ba eries

Insect repellent Spray-on or rub-on (NO aerosols)

Toiletries Toothpaste, toothbrush, hand sani zer, and comb and/or brush

Baby powder and/or Gold Bond To help your skin stay dry

Sunscreen, lip block, sunglasses 20-30 UVB/UVA (broad spectrum) Sunglasses with UV protec on

GEAR LIST

� I U /T

PFD (Personal Flota on Device)

Canadian approved PFDs must have an Underwriters Laboratories of Canada (ULC) maple leaf label on the inside of the jacket. Shorter PFDs are preferable as they do not interfere with a spray skirt when kayaking. More informa on in the Parent Handbook.

Sleeping Bag Preferably smallish when packed. Good to minus 10C is a must!

4’ x 8’ ground sheet Tarp-like material or heavy duty plas c is best

Thermarest or insulate padInsulate pads may be borrowed from GL. Please try to avoid Thermarests or pads that do not roll up into a small cylinder

4-5 Small dry bags 5L/10L bags are great, 20L bags are sa sfactory, 30L bags not allowed

Big BagI.e. hockey bags, mesh bags, IKEA shopping bags, etc. These are used to carry all your smaller bags in

Small day pack One that can fold up small. Used for hiking trips on the island

Extra Ziploc bags & sturdy garbage bags At least 5 of each

2 (1 Litre) water bo le(s) with Carabiners

A wide-mouth screw-top is best! Stainless steel, aluminum or plas c (BPA-free).

Cup, bowl, spoonSturdy Tupperware bowl with lid (i.e. “short” Nalgene containers with screw-top lid) *high quality*

Unbreakable Thermos If you have one, please bring it. The group needs ~8 for trip

Pocket knife or mul -tool No blades great than 4” will be permi ed. Must have locking blade

2 lighters and/or box of matches Make sure they are in a waterproof bag (i.e. Ziploc)

1 Whistle A ached to your pack

A big sponge For removing excess water from kayaksHeadlamp (GREAT) or fl ashlight (OK) With extra ba eries

Insect repellent Spray-on or rub-on (NO aerosols)

Toiletries Toothpaste, toothbrush, hand sani zer, and comb and/or brush

Baby powder and/or Gold Bond To help your skin stay dry

Sunscreen, lip block, sunglasses 20-30 UVB/UVA (broad spectrum) Sunglasses with UV protec on

11 11

� I U /T

Nylon Cord ~3m in length & diameter of a shoelace. Used for making clothes line(s)

Toilet Paper Two rolls in a zip-lock bag

Tampons or pads (feminine)

Please bring even if you’re not expec ng your period on trip. Should include the appropriate disposal materials (aluminum foil squares, opaque bag or jar). Bring extra.

Camera, watch (with alarm), book(s), playing cards, games

Watch is very useful to have on trip! Cameras help us create slideshows, but ensure that your camera is in a waterproof bag/container.

Glasses and/or contacts Bring extra pair of glasses/contacts in case of damage

Prescrip on Drugs, inhalers, epi-pens

Please bring 2 sets of required medica ons. Students will keep 1 set & staff will keep other set safe in case 1 is lost or spoiled. Please bring an extra week of prescribed medica on (just in case)

First Aid suppliesFor personal reoccurring injuries/condi ons (i.e. athle c tape, Tylenol, yeast infec on medica on, eye care, etc.)

Your KIC Manual & wri ng utensils Make sure manual is kept in a waterproof bag

Personal Journal For personal journal entries (op onal)

Props for lessons Whatever you need to teach your lesson and make it interes ng

Something Silly to wear This will impress & surprise everyone �

Energy/Granola Bars/GORP

This is your snack for trip. This could be a reasonable quan ty of GORP (~100g per day) or energy/granola bars (1-2 bars per day). Please ensure all items are nut-free.

Juice Crystals (op onal) A reasonable amount (no more than ~1L per day)

Change of clothes For the bus ride home

Music For the bus rides

Soap & shampoo For the end of trip. A bo le of camp suds works well

Mul -vitamins Enough for one per day

Money

For meals on the bus rides and ferry. Groceries can be purchased in Rimouksi and Port Menier to help cut the cost of the meals on the ferry.

� I U /T

Nylon Cord ~3m in length & diameter of a shoelace. Used for making clothes line(s)

Toilet Paper Two rolls in a zip-lock bag

Tampons or pads (feminine)

Please bring even if you’re not expec ng your period on trip. Should include the appropriate disposal materials (aluminum foil squares, opaque bag or jar). Bring extra.

Camera, watch (with alarm), book(s), playing cards, games

Watch is very useful to have on trip! Cameras help us create slideshows, but ensure that your camera is in a waterproof bag/container.

Glasses and/or contacts Bring extra pair of glasses/contacts in case of damage

Prescrip on Drugs, inhalers, epi-pens

Please bring 2 sets of required medica ons. Students will keep 1 set & staff will keep other set safe in case 1 is lost or spoiled. Please bring an extra week of prescribed medica on (just in case)

First Aid suppliesFor personal reoccurring injuries/condi ons (i.e. athle c tape, Tylenol, yeast infec on medica on, eye care, etc.)

Your KIC Manual & wri ng utensils Make sure manual is kept in a waterproof bag

Personal Journal For personal journal entries (op onal)

Props for lessons Whatever you need to teach your lesson and make it interes ng

Something Silly to wear This will impress & surprise everyone �

Energy/Granola Bars/GORP

This is your snack for trip. This could be a reasonable quan ty of GORP (~100g per day) or energy/granola bars (1-2 bars per day). Please ensure all items are nut-free.

Juice Crystals (op onal) A reasonable amount (no more than ~1L per day)

Change of clothes For the bus ride home

Music For the bus rides

Soap & shampoo For the end of trip. A bo le of camp suds works well

Mul -vitamins Enough for one per day

Money

For meals on the bus rides and ferry. Groceries can be purchased in Rimouksi and Port Menier to help cut the cost of the meals on the ferry.

12 12

ASSIGNED GROUP EQUIPMENT You will be responsible for packing the following group gear each day.

E L B

ASSIGNED GROUP EQUIPMENT You will be responsible for packing the following group gear each day.

E L B

13 13

KIC GPP3O ASSESSMENT PACKAGE 2019

PLEASE INCLUDE FIRST AND LAST NAMES (ON ALL PAGES)

Summa ve tasks should be fi lled out as levels, not percentages.

Sum

ma

ve

Leadership (20%)

Leader of the Day (15%)

Outdoor Knowledge and Skills (15%)

Assignments (20%)

Fina

l Sum

ma

ve Journal and Trip Log (20%)

Interview and Refl ec on (5%)

Prac cal Test (5%)

Days Absent (incl. Evacua ons)

Lear

ning

Ski

lls

Responsibility

Organiza on

Independent Work

Collabora on

Ini a ve

Self-Regula on

Trip

Skill

Strength

A tude




Sum

ma

ve

Leadership (20%)



Assignments (20%)

Fina

l Sum

ma

ve Journal and Trip Log (20%)


Prac cal Test (5%)


Lear

ning

Ski

lls

Responsibility

Organiza on

Independent Work

Collabora on

Ini a ve

Self-Regula on

Trip

Skill

Strength

A tude

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on (5%)

(5%)5%)

t (incl. Evacua ons)

ResponsibilityResponsibility

Organiza onOrganiza on

Independent Workndependent Work

ora ona onDRAFTDDRA TTTTTTTTTFTFTTFTTFTTFTTFAFFTAFFTAFTFTAFTFTFTFTFTTTTAFAFAFAFTAFAFTAFTAFTAFTFTFTFTFTTTAFAFAFAFTAFAFTAFTAFTAFTFTFTFTFTAFAFRAFAFAFAFAFAFAFFFRAFRAFRAFAFAFAFAFAFAFRARARARARAAAAAAADRADRADDRARARAAAADDDRDDDRRDRDDDDD

on (5%)

(5%)5%)





ora ona on

14 14

1 – Limited2 – Some/Moderate3 – Considerable4 – Thorough/High Degree

Students should be evaluated based on their most recent performance or their most consistent performance.

Leadership (20%)

Leadership

Demonstrates an ability to take responsibility for carrying out group tasksDemonstrates an ability to apply the leadership style for a given situa onCommunicates eff ec vely and posi vely with the group in varied situa ons

Manages me eff ec vely

Recognizes, minimizes, and posi vely resolves any confl icts

Listens to ideas of others

Decisions refl ect concern for self and group safety and well-beingConsiders alterna ves and seeks input when making decisions

Facilita on

Demonstrates an understanding of me-related constraints, deadlines, goals, and expecta ons

Demonstrates punctuality and preparedness

Demonstrates an ability to coordinate a detailed plan for a wilderness tripDemonstrates an ability to promote par cipa on in wilder-ness tripping ac vi es

Well-Being

Encourages and supports other group members

Demonstrates willingness to assist peers in achieving their goals

Role models appropriate behaviours

Makes and promotes healthy choices regarding healthy ea ng and physical ac vityFollows and promotes all LDSB & Gould Lake safety rules and guidelines

Conscious of group safety

Appropriate clothing and equipment is worn/used in all ac vi es

Final Level

KIC GPP3O ASSESSMENT PACKAGE 20191 – Limited2 – Some/Moderate3 – Considerable4 – Thorough/High Degree


Leadership (20%)

Leadership

Demonstrates an ability to take responsibility for carrying out group tasksDemonstrates an ability to apply the leadership style for a given situa onCommunicates eff ec vely and posi vely with the group in varied situa ons

Manages me eff ec vely

Recognizes, minimizes, and posi vely resolves any confl icts

Listens to ideas of others

Decisions refl ect concern for self and group safety and well-beingConsiders alterna ves and seeks input when making decisions

Facilita on

Demonstrates an understanding of me-related constraints, deadlines, goals, and expecta ons

Demonstrates punctuality and preparedness

Demonstrates an ability to coordinate a detailed plan for a wilderness tripDemonstrates an ability to promote par cipa on in wilder-ness tripping ac vi es

Well-Being

Encourages and supports other group members

Demonstrates willingness to assist peers in achieving their goals

Role models appropriate behaviours

Makes and promotes healthy choices regarding healthy ea ng and physical ac vityFollows and promotes all LDSB & Gould Lake safety rules and guidelines

Conscious of group safety

Appropriate clothing and equipment is worn/used in all ac vi es

Final Level


DRAFTTDRAFT

RAFTDRA TTTTTTTTTTTFTTFTTTFTTTFTTTFTTFFTFFTFTFTFTFTFTFTFTTTTTTFFTAFFTAFTFTAFTFTFTFTFTTTTTTTTAFAFTAFAFTAFTAFTAFTFTFTFTFTTTTTAFAFTAFAFTAFTAFTAFTFTFTFTFTTTAFAFAFAFAFAFAFFFFFAFAFAFAFAFAFAFFFRAFAFAFAFAFAFAFRARAAAAARARAAAADRADRDDDRDDDDDD

roup in

resolves any confl icts

roup safety and

and seeks input when making

understanding of me-related constraints, oals, and expecta ons

onstrates punctuality and preparedness

Demonstrates an ability to coordinate a detailed plawilderness t

monstrates an ability to promote par ciparipping ac v

g

d supports other

ingness to DRAFTTDRAFT

RAFTDRA TTTTTTTTTTTFTTFTTTFTTTFTTTFTTFFTFFTFTFTFTFTFTFTFTTTTTTFFTAFFTAFTFTAFTFTFTFTFTTTTTTTTAFAFTAFAFTAFTAFTAFTFTFTFTFTTTTTAFAFTAFAFTAFTAFTAFTFTFTFTFTTTAFAFAFAFAFAFAFFFFFAFAFAFAFAFAFAFFFRAFAFAFAFAFAFAFRARAAAAARARAAAADRADRDDDRDDDDDD

a

roup in

resolves any confl icts

roup safety and

and seeks input when making

understanding of me-related constraints, oals, and expecta ons

onstrates punctuality and preparedness

Demonstrates an ability to coordinate a detailed plawilderness t

monstrates an ability to promote par ciparipping ac v

g

d supports other

ingness to

15 15


Students should be evaluated based on their most recent performance or their most consis-tent performance.


Demonstrates awareness and responsibility for group safety/welfare by making appropriate leadership decisions.Demonstrates concern for and awareness of group and individual physical and emo onal state. Makes frequent inquires into individual well-being. Makes appropriate leadership deci-sions based on this informa on.Plans ahead. Demonstrates preparedness re-garding the day's route. Exhibits understanding of challenges that may be faced and prepares the group accordingly.Facilitates ini a on and comple on of required tasks. Mo vates group to complete tasks and travel effi ciently. Coordinates, collaborates and communicates with LOD partner(s) throughout en re dayDemonstrates a strong vocal presence when required. Communicates with the group and individuals by using appropriate leadership styles based on the situa on.Maintains a strong and posi ve leadership presence throughout en re day. Demonstrates consistent awareness of and a en on to lead-ership responsibili es throughout en re day.Completes all leadership du es as determined by the group.

Completes an accurate and detailed Time Control Plan

Final Level


Students should be evaluated based on their most recent performance or their most consis-tent performance.


Demonstrates awareness and responsibility for group safety/welfare by making appropriate leadership decisions.Demonstrates concern for and awareness of group and individual physical and emo onal state. Makes frequent inquires into individual well-being. Makes appropriate leadership deci-sions based on this informa on.Plans ahead. Demonstrates preparedness re-garding the day's route. Exhibits understanding of challenges that may be faced and prepares the group accordingly.Facilitates ini a on and comple on of required tasks. Mo vates group to complete tasks and travel effi ciently. Coordinates, collaborates and communicates with LOD partner(s) throughout en re dayDemonstrates a strong vocal presence when required. Communicates with the group and individuals by using appropriate leadership styles based on the situa on.Maintains a strong and posi ve leadership presence throughout en re day. Demonstrates consistent awareness of and a en on to lead-ership responsibili es throughout en re day.Completes all leadership du es as determined by the group.

Completes an accurate and detailed Time Control Plan

Final Level

TDRAFTD

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s re-rstanding

d prepares

equired complete tasks and

borates and communicr(s) throughout en re da

ng vocal presence whe

mmunicates with the group and individuals y using appropriate leadership styles based on

the situa oaintains a strong and posi ve leadership

nce throughout en re day. Demonstnt awareness of and a e

onsibili es throughoueadership du es

te aDRAFTTDRAFTD

TTTTFTTTFTTTFTFTTAFFTAFFTAFTFTAFTFTFTFTFTTTTTAFAFRAFAFTAFAFTAFTAFTAFTFTFTFTFTTTRAFRAFRAFAFAFAFAFAFAFFFRARARAAAAAAARARARAAAAADRADDRARAAADRDDD

s re-rstanding

d prepares

equired complete tasks and

borates and communicr(s) throughout en re da

ng vocal presence whe

mmunicates with the group and individuals y using appropriate leadership styles based on

the situa oaintains a strong and posi ve leadership

nce throughout en re day. Demonstnt awareness of and a e

onsibili es throughoueadership du es

te a

16 16

1 – Rarely…2 – Some mes…3 – Usually…4 – Consistently…

Students should be evaluated based on their most recent

performance or their most con-sistent performance.


Demonstrates ability to effi ciently maneuver kayak using a variety of appropriate paddle strokes

Demonstrates an understanding of waves and how to safely travel in wavy condi ons

Demonstrates an understanding of weather and uses knowledge and understanding to accurately interpret and predict weather condi onsDemonstrates an understanding of stoves and water fi lters through proper maintenance, cleaning, and trouble-shoo ng.

Demonstrates an understanding of naviga on through proper use of maps/charts/compasses/GPS

Demonstrates prac cal knowledge and understanding of knots (variety of knots being used in a variety of situa ons)Demonstrates an understanding of confl ict resolu on and is able to apply strategies to help deal with group confl ictDemonstrates an understanding of stress management and uses appropriate strategies when dealing with stressful situa ons

Demonstrates sound judgement when making deci-sions and/or helping the group come to a decision

Demonstrates an understanding of group dynamics and group development

Demonstrates an understanding of risk management

Final Level






Demonstrates ability to effi ciently maneuver kayak using a variety of appropriate paddle strokes

Demonstrates an understanding of waves and how to safely travel in wavy condi ons

Demonstrates an understanding of weather and uses knowledge and understanding to accurately interpret and predict weather condi onsDemonstrates an understanding of stoves and water fi lters through proper maintenance, cleaning, and trouble-shoo ng.

Demonstrates an understanding of naviga on through proper use of maps/charts/compasses/GPS

Demonstrates prac cal knowledge and understanding of knots (variety of knots being used in a variety of situa ons)Demonstrates an understanding of confl ict resolu on and is able to apply strategies to help deal with group confl ictDemonstrates an understanding of stress management and uses appropriate strategies when dealing with stressful situa ons

Demonstrates sound judgement when making deci-sions and/or helping the group come to a decision

Demonstrates an understanding of group dynamics and group development

Demonstrates an understanding of risk management

Final Level


DRAFTTDRAFTD

TTTTTTTTFTTFTTTFTTTFTTTTTFFFTFFTFTFTFTFTFTTTTTTTFFAFFTAFFTAFTFTFTFTFTTTTTTTAFAFAFAFTAFAFTAFTFTFTFTFTTTAFAFAFAFAFAFAFFFFFRAFAFAFAFAFAFAFFRRAAAAADRDRAAADRDDDRDRDRDDDDDDuses

et

ves and wcleaning, and

iga on through GPS

l knowledge and understanding knots being used in a variety of

n understanding of confl ict resolu on y strategies to help deal with group

nstrates an understanding of stress management uses appropriate strategies when dealing with

ressful situa ons

Demonstrates sound judgement when makingons and/or helping the group come to a dec

strates an understanding p developme

n understandinDRAFTTDRAFTD

TTTTTTTTFTTFTTTFTTTFTTTTTFFFTFFTFTFTFTFTFTTTTTTTFFAFFTAFFTAFTFTFTFTFTTTTTTTAFAFAFAFTAFAFTAFTFTFTFTFTTTAFAFAFAFAFAFAFFFFFRAFAFAFAFAFAFAFFRRAAAAADRDRAAADRDDDRDRDRDDDDDDuses

et

ves and wcleaning, and

iga on through GPS

l knowledge and understanding knots being used in a variety of

n understanding of confl ict resolu on y strategies to help deal with group

nstrates an understanding of stress management uses appropriate strategies when dealing with

ressful situa ons

Demonstrates sound judgement when makingons and/or helping the group come to a dec

strates an understanding p developme

n understandin

17 17


Students should be evaluated based on their most recent performance or their most consistent

performance.

Assignments (20%)

Pre and Final Trip Refl ec ons

Thinking/Communica on Ideas are organised, well-formed and well-explained. Answers demonstrate the ability to link concepts, create new ideas and formulate plans. Uses proper terminology.

Leadership Self Assessment

Knowledge/UnderstandingAre the details accurate? Do they understand?


Resume

Knowledge/UnderstandingAre the details accurate? Are procedures complete? Do they understand?

Thinking/Communica on Ideas are organised, well-formed and well-explained. Uses proper terminology.

Time Control Plans



LOD Refl ec on


Final Level

KIC GPP3O ASSESSMENT PACKAGE 20191 – Rarely…2 – Some mes…3 – Usually…4 – Consistently…


performance.

Assignments (20%)

Pre and Final Trip Refl ec ons


Leadership Self Assessment

Knowledge/UnderstandingAre the details accurate? Do they understand?


Resume


Thinking/Communica on Ideas are organised, well-formed and well-explained. Uses proper terminology.

Time Control Plans



LOD Refl ec on


Final Level


DRAFTTDRAFTDRAFT

RAFTTTTTTTTTTTTTTTTFFFFTFTFFTFTFTFTFTFTFTFTFTTTTTTTTTFAFFAFFTAFTFTAFTFTFTFTFTTTTTAFAFAFAFAFAFAFTAFTAFAFTAFTAFTFTFTFTFTFTFTTTTAFAFRAFRAFAFAFAFAFFFFFRARARARAAAAARARARARARAAAADRARARADRDRDDDRDRDDDAnswers

s, create new ideas and minology.

derstandingre procedures complete? Do t

king/Communica onas are organised, well-formed and well-explained. Uses proper

erminology.

ime Control

edge/Understandingils accurate? Are procedures com

munica onell-formed and w

link concer term DRAFTT

DRAFTDRAFT

RAFTTTTTTTTTTTTTTTTFFFFTFTFFTFTFTFTFTFTFTFTFTTTTTTTTTFAFFAFFTAFTFTAFTFTFTFTFTTTTTAFAFAFAFAFAFAFTAFTAFAFTAFTAFTFTFTFTFTFTFTTTTAFAFRAFRAFAFAFAFAFFFFFRARARARAAAAARARARARARAAAADRARARADRDRDDDRDRDDDAnswers

s, create new ideas and minology.

derstandingre procedures complete? Do t

king/Communica onas are organised, well-formed and well-explained. Uses proper

erminology.

ime Control

edge/Understandingils accurate? Are procedures com

munica onell-formed and w

link concer term

18 18



performance.

Journal and Trip Log (20%)

Trip Log

Knowledge/UnderstandingAre the answers correct? Are the details accurate?

Journal


Final Level



Final Level

Prac cal Test (5%)

Knowledge/UnderstandingAre procedures complete? Do they understand?

Final Level



performance.

Journal and Trip Log (20%)

Trip Log

Knowledge/UnderstandingAre the answers correct? Are the details accurate?

Journal


Final Level



Final Level

Prac cal Test (5%)

Knowledge/UnderstandingAre procedures complete? Do they understand?

Final Level DRAFTRAFT

DRAFTDRAFT

RARADRTTTTTTTTTTTTTTTFFFFTFTFFTFTFTFTFTFTFTFTFTTTTTTTTTFFFFFTFTFTFTFTFTFTFTTTTTTTTAFAFAFAFAFAFTAFTAFAFTAFTAFTFTFTFTFTFTFTTTTTTTAFAFAFAFRAFAFAFAFAFAFAFFFFFFFRAFRAFRAFRAFAFAFAFAFFFRARARARARARAAAAAAADRADRARARARARADRDRDDDRDRDDDD

d. Answers ew ideas and


unica onwell-formed and well-explained. A

o link concepts, create new ider terminology.

l Level

Prac c

wledge/Understandingdures complete? Do they understaDRAFT

RAFTDRAFTDRAFT

RARADRTTTTTTTTTTTTTTTFFFFTFTFFTFTFTFTFTFTFTFTFTTTTTTTTTFFFFFTFTFTFTFTFTFTFTTTTTTTTAFAFAFAFAFAFTAFTAFAFTAFTAFTFTFTFTFTFTFTTTTTTTAFAFAFAFRAFAFAFAFAFAFAFFFFFFFRAFRAFRAFRAFAFAFAFAFFFRARARARARARAAAAAAADRADRARARARARADRDRDDDRDRDDDD

d. Answers ew ideas and


unica onwell-formed and well-explained. A

o link concepts, create new ider terminology.

l Level

Prac c

wledge/Understandingdures complete? Do they understa

19 19

KIC PAD4O ASSESSMENT PACKAGE 2019



Sum

ma

ve

Goal Se ng (5%)

Fitness Refl ec ons (Pre & Post) (5%)

Ac ve Living (20%)

Healthy Living (20%)

Living Skills (20%)

Fina

l Sum

m Wilderness Skills (20%)

Lessons (10%)


Lear

ning

Ski

lls

Responsibility

Organiza on

Independent Work

Collabora on

Ini a ve

Self-Regula on

Trip

Skill

Strength

A tude




Sum

ma

ve

Goal Se ng (5%)


Ac ve Living (20%)


Living Skills (20%)

Fina

l Sum

m Wilderness Skills (20%)

Lessons (10%)


Lear

ning

Ski

lls

Responsibility

Organiza on

Independent Work

Collabora on

Ini a ve

Self-Regula on

Trip

Skill

Strength

A tude

DRAFTDDRA TTTTTTTTTFTFTTFTTFTTFTTFAFFTAFFTAFTFTAFTFTFTFTFTTTTAFAFAFAFTAFAFTAFTAFTAFTFTFTFTFTTTAFAFAFAFTAFAFTAFTAFTAFTFTFTFTFTAFAFRAFAFAFAFAFAFAFFFRAFRAFRAFAFAFAFAFAFAFRARARARARAAAAAAADRADRADDRARARAAAADDDRDDDRRDRDDDDD

%)





ora ona on DRAFTDDRA TTTTTTTTTFTFTTFTTFTTFTTFAFFTAFFTAFTFTAFTFTFTFTFTTTTAFAFAFAFTAFAFTAFTAFTAFTFTFTFTFTTTAFAFAFAFTAFAFTAFTAFTAFTFTFTFTFTAFAFRAFAFAFAFAFAFAFFFRAFRAFRAFAFAFAFAFAFAFRARARARARAAAAAAADRADRADDRARARAAAADDDRDDDRRDRDDDDD

%)





ora ona on

20 20

KIC PAD4O ASSESSMENT PACKAGE 20191 – Rarely…2 – Some mes…3 – Usually…4 – Consistently…

Students should be evaluated based on their most recent performance or their most consistent per-

formance.

Goal Se ng (5%)

Knowledge/UnderstandingAre procedures complete - SMART? Do they understand?

Thinking/Communica on Ideas are organized, well-formed and well-explained. Answers demon-strate the ability to link concepts, create new ideas and formulate plans. Uses proper terminology.

Final Level


Knowledge/UnderstandingAre the details accurate? Are procedures complete? Do they under-stand?


Final Level

KIC PAD4O ASSESSMENT PACKAGE 20191 – Rarely…2 – Some mes…3 – Usually…4 – Consistently…

Students should be evaluated based on their most recent performance or their most consistent per-

formance.

Goal Se ng (5%)

Knowledge/UnderstandingAre procedures complete - SMART? Do they understand?


Final Level


Knowledge/UnderstandingAre the details accurate? Are procedures complete? Do they under-stand?


Final Level

DRAFTAFTRAFT

DRAFTRAFTTTTTTTTTTFTTFTTTFTTTFTTTTTFFFTFFTFTFTFTFTFTTTTTTTFAFFAFAFFTAFTAFFTAFTAFTFTFTFTFTFTFTTTTTTTAFAFAFAFAFTAFTAFTAFTFTFTFTFTTTAFAFAFAFRAFRAFAFAFAFAFAFAFFFFFFFRAFRAFRAFRAFAFAFAFAFFFRARARARARAAAADRADRARARAss Refl ec ons (Pre & Post) (5%)

Do they under-

onormed and well-explained. Answers demon-

concepts, create new ideas and formulate minology.

DRAFTAFTRAFT

DRAFTRAFTTTTTTTTTTFTTFTTTFTTTFTTTTTFFFTFFTFTFTFTFTFTTTTTTTFAFFAFAFFTAFTAFFTAFTAFTFTFTFTFTFTFTTTTTTTAFAFAFAFAFTAFTAFTAFTFTFTFTFTTTAFAFAFAFRAFRAFAFAFAFAFAFAFFFFFFFRAFRAFRAFRAFAFAFAFAFFFRARARARARAAAADRADRARARAss Refl ec ons (Pre & Post) (5%)

Do they under-

onormed and well-explained. Answers demon-

concepts, create new ideas and formulate minology.

21 21

1 – Limited2 – Some/Moderate3 – Considerable4 – Thorough/High Degree


Ac ve Living (20%)

Par cipates safely and posi vely in all aspects of the KIC course.Demonstrates leadership in crea ng a posi ve climate that promotes par cipa on and safety.Demonstrates posi ve, responsible and social behaviour.Maintains posi ve peer rela onships when work-ing in groups by understanding their role within the group.Maintains or improves personal fi tness level by par cipa ng in moderate to vigorous physical ac vity.Follows and promotes all LDSB & Gould Lake safety rules and guidelines.Demonstrates and promotes proper use and care of equipment including kayaks, paddles, tents, stoves etc.Makes sure that self and others are ready before diff erent ac vi es and making sure gear is safe to use.

Final Level


Makes appropriate nutri onal choices based on ac vity level and nutri onal needs.Encourages and supports other group members in making healthy choices.Demonstrates appropriate coping strategies for challenging strenuous trip condi ons. Makes and promotes healthy choices regarding personal hygiene, hydra on, and sun protec on.Uses appropriate communica on and interperson-al skills to maintain rela onships on trip.

Final Level

KIC PAD4O ASSESSMENT PACKAGE 20191 – Limited2 – Some/Moderate3 – Considerable4 – Thorough/High Degree


Ac ve Living (20%)

Par cipates safely and posi vely in all aspects of the KIC course.Demonstrates leadership in crea ng a posi ve climate that promotes par cipa on and safety.Demonstrates posi ve, responsible and social behaviour.Maintains posi ve peer rela onships when work-ing in groups by understanding their role within the group.Maintains or improves personal fi tness level by par cipa ng in moderate to vigorous physical ac vity.Follows and promotes all LDSB & Gould Lake safety rules and guidelines.Demonstrates and promotes proper use and care of equipment including kayaks, paddles, tents, stoves etc.Makes sure that self and others are ready before diff erent ac vi es and making sure gear is safe to use.

Final Level


Makes appropriate nutri onal choices based on ac vity level and nutri onal needs.Encourages and supports other group members in making healthy choices.Demonstrates appropriate coping strategies for challenging strenuous trip condi ons. Makes and promotes healthy choices regarding personal hygiene, hydra on, and sun protec on.Uses appropriate communica on and interperson-al skills to maintain rela onships on trip.

Final Level


DRAFTDRAFTDRD

TTTTTTFTTFTTTFTTTFTTTTTFFFTFFTFTFTFTFTFTTTTTTFFAFFTAFFTAFTFTFTFTFTTTTTTAFAFAFAFTAFAFTAFTFTFTFTFTTTTTAFAFRAFAFAFAFAFFFFFRAFRAFRAFAFAFAFAFFFRARARAAAAADRADRARADRDRDDDRDRDDDen work-en w

ole withinole within

l fi tness level byss level byvigorous physical hysical

s all LDSB & Gould Lake safety s all LDSB & Gould Lake safety es.es.

and promotes proper use and care nd promotes proper use and care ent including kayaks, paddles, tents, ding kayaks, paddles, t

tc.es sure that self and others are ready before es sure that self and others are ready before

iff erent ac vi es and making sure gear is safe toff erent ac vi es and making sure gear is safe to use.use.

al Level

iate nutri onal cnutri onal n

ort DRAFTDRAFTDRD

TTTTTTFTTFTTTFTTTFTTTTTFFFTFFTFTFTFTFTFTTTTTTFFAFFTAFFTAFTFTFTFTFTTTTTTAFAFAFAFTAFAFTAFTFTFTFTFTTTTTAFAFRAFAFAFAFAFFFFFRAFRAFRAFAFAFAFAFFFRARARAAAAADRADRARADRDRDDDRDRDDDen work-en w

ole within ole within

l fi tness level byss level byvigorous physicalhysical

s all LDSB & Gould Lake safety s all LDSB & Gould Lake safety es.es.

and promotes proper use and carend promotes proper use and care ent including kayaks, paddles, tents, ding kayaks, paddles, t

tc.es sure that self and others are ready before es sure that self and others are ready before

iff erent ac vi es and making sure gear is safe to ff erent ac vi es and making sure gear is safe to use.use.

al Level

iate nutri onal cnutri onal n

ort

22 22



Students should be evaluated based on their most recent performance or their most

consistent performance.

Living Skills (20%)

Iden fi es strengths and areas for improvement through the use of a progress tool Ex: skill self-assess-ment progress toolSeeks guidance to improve learning/development Ex: ask ques ons, lessons, skills, ac vi es, journal, with peers or staff Demonstrates appropriate coping strategies in chal-lenging situa ons Ex: bad weather, new learning, physical stress, interpersonal confl ictsDemonstrates eff ec ve me management and organiza onal skills Ex: In camp, personal and group, travelling, LODAccepts and acts on feedback Ex: peer and staff feedback is accepted in a posi ve manner and used if applicableCommunicates eff ec vely with group members using appropriate tone and language throughout en re program Ex: Expresses ideas and concerns in a clear and construc ve mannerAc vely listens to group members thoughts and ideas Ex: doesn’t speak out, waits un l an appropriate me to ask ques ons, clarifi es understandingWorks coopera vely with group members Ex: takes fair share of work, shows ini a ve and apprecia on for others workDemonstrates respect for group members thoughts, ideas and contribu ons Ex: suppor ve, provides feed-back when needed, polite and honestPar cipates as a posi ve and ac ve member of the group Ex: posi ve a tude throughout program, is engaged in all ac vi esSupports peers in their learning and development Ex: gives construc ve feedback when useful, clarifi es content and ideasPlays posi ve and ac ve role in solving group chal-lenges Ex: involved in solving problems and making decisions, takes into account all factors including group needsMakes appropriate decisions based on personal physical and emo onal state Ex: nutri on, hydra on, appropriate load to carry

Final Level



Students should be evaluated based on their most recent performance or their most

consistent performance.

Living Skills (20%)

Iden fi es strengths and areas for improvement through the use of a progress tool Ex: skill self-assess-ment progress toolSeeks guidance to improve learning/development Ex: ask ques ons, lessons, skills, ac vi es, journal, with peers or staff Demonstrates appropriate coping strategies in chal-lenging situa ons Ex: bad weather, new learning, physical stress, interpersonal confl ictsDemonstrates eff ec ve me management and organiza onal skills Ex: In camp, personal and group, travelling, LODAccepts and acts on feedback Ex: peer and staff feedback is accepted in a posi ve manner and used if applicableCommunicates eff ec vely with group members using appropriate tone and language throughout en re program Ex: Expresses ideas and concerns in a clear and construc ve mannerAc vely listens to group members thoughts and ideas Ex: doesn’t speak out, waits un l an appropriate me to ask ques ons, clarifi es understandingWorks coopera vely with group members Ex: takes fair share of work, shows ini a ve and apprecia on for others workDemonstrates respect for group members thoughts, ideas and contribu ons Ex: suppor ve, provides feed-back when needed, polite and honestPar cipates as a posi ve and ac ve member of the group Ex: posi ve a tude throughout program, is engaged in all ac vi esSupports peers in their learning and development Ex: gives construc ve feedback when useful, clarifi es content and ideasPlays posi ve and ac ve role in solving group chal-lenges Ex: involved in solving problems and making decisions, takes into account all factors including group needsMakes appropriate decisions based on personal physical and emo onal state Ex: nutri on, hydra on, appropriate load to carry

Final Level

DRAFTFTDRAFTTTTTTTTTTTTFFFFTFTFFTFTFTFTFTFTFTFTFTTTTTTTFFAFFTAFFTAFTFTFTFTFTTTTTTTTAFAFAFAFTAFAFTAFTFTFTFTFTTTTTAFAFAFAFAFAFAFFFFFRAFAFAFAFAFAFAFFFRRAAAAAAADRDRAAADRDDDRDRDRDDDD

Ex: with

es iw learnin

tsgement and

onal and group,

ack Ex: peer and staff n a posi ve manner and used if

ffec vely with group members using e and language throughout en re

sses ideas and concerns in a clear ner

ly listens to group members thoughts and ideasdoesn’t speak out, waits un l an appropriate me

o ask ques ons, clarifi es understandingWorks coopera vely with group members Ex: share of work, shows ini a ve and apprecia

ers workstrates respect for group membe

contribu o x: supponeeded, polite and h

a posi ve and ace a tude thr

i esrDRAFTFT

DRAFTTTTTTTTTTTTFFFFTFTFFTFTFTFTFTFTFTFTFTTTTTTTFFAFFTAFFTAFTFTFTFTFTTTTTTTTAFAFAFAFTAFAFTAFTFTFTFTFTTTTTAFAFAFAFAFAFAFFFFFRAFAFAFAFAFAFAFFFRRAAAAAAADRDRAAADRDDDRDRDRDDDDEx:

with

es iw learnin

tsgement and

onal and group,

ack Ex: peer and staff n a posi ve manner and used if

ffec vely with group members using e and language throughout en re

sses ideas and concerns in a clear ner

ly listens to group members thoughts and ideasdoesn’t speak out, waits un l an appropriate me

o ask ques ons, clarifi es understandingWorks coopera vely with group members Ex: share of work, shows ini a ve and apprecia

ers workstrates respect for group membe

contribu o x: supponeeded, polite and h

a posi ve and ace a tude thr

i esr

23 23




Wilderness Skills (20%)

Kayaking

Demonstrates an improvement in strength and endur-ance when kayaking

Demonstrates proper technique when kayaking

Exhibits safe travel prac ces (keeping close to group, choosing conserva ve route, etc.)

Demonstrates appropriate kayak packing techniques.

Cooking

Creates well-balanced, nutri ous, and appe zing meals.Demonstrates safe behaviour (hot pots, straining pasta, stoves & fi res).

Bakes bread using an appropriate method.

Naviga on

Uses a map/compass to navigate without assistance.

Maintains awareness of loca on, direc on, des na on and progress.Records & reads loca ons using grid references & lat/long Coordinates.Selects appropriate route based on environmental condi ons and the strength of group.

In Camp

Demonstrates proper use of camp knots (bowline, slip knot, truckers hitch).

Sets up and iden fi es/fi xes tarp or fl y problems.

Demonstrates proper tent set-up and care.

Animal proofs all food and other smelly items.

Safely lights & cares for trip stoves. Safely uses outback oven.

Final Level





Wilderness Skills (20%)

Kayaking

Demonstrates an improvement in strength and endur-ance when kayaking

Demonstrates proper technique when kayaking

Exhibits safe travel prac ces (keeping close to group, choosing conserva ve route, etc.)

Demonstrates appropriate kayak packing techniques.

Cooking

Creates well-balanced, nutri ous, and appe zing meals.Demonstrates safe behaviour (hot pots, straining pasta, stoves & fi res).

Bakes bread using an appropriate method.

Naviga on

Uses a map/compass to navigate without assistance.

Maintains awareness of loca on, direc on, des na on and progress.Records & reads loca ons using grid references & lat/long Coordinates.Selects appropriate route based on environmental condi ons and the strength of group.

In Camp

Demonstrates proper use of camp knots (bowline, slip knot, truckers hitch).

Sets up and iden fi es/fi xes tarp or fl y problems.

Demonstrates proper tent set-up and care.

Animal proofs all food and other smelly items.

Safely lights & cares for trip stoves. Safely uses outback oven.

Final Level


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24 24



Lessons (10%)

Demonstrates an understanding of the topic

Presents informa on in a sequence that demonstrates planning and organiza on

Prepared materials, equipment and audience prior to lesson

Uses appropriate presenta on skills (voice, eye contact, professionalism, variety of delivery)

Uses visual aids and demonstra ons with eff ec veness and/or appropriateness

Demonstrates an understanding of the con-cepts, facts and issues of the topic

Engages the audience

Eff ec vely answers ques ons

Provides and follows a lesson plan that is organized, contains suffi cient details

Understands the concept and importance of implemen ng the Universal Design for Learning and incorportates this into their lessons

Final Level



Lessons (10%)

Demonstrates an understanding of the topic

Presents informa on in a sequence that demonstrates planning and organiza on

Prepared materials, equipment and audience prior to lesson

Uses appropriate presenta on skills (voice, eye contact, professionalism, variety of delivery)

Uses visual aids and demonstra ons with eff ec veness and/or appropriateness

Demonstrates an understanding of the con-cepts, facts and issues of the topic

Engages the audience

Eff ec vely answers ques ons

Provides and follows a lesson plan that is organized, contains suffi cient details

Understands the concept and importance of implemen ng the Universal Design for Learning and incorportates this into their lessons

Final Level

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Demonstrates an understanding of the concepts, facts and issues of the topic

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Demonstrates an understanding of the concepts, facts and issues of the topic

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25 25

T : � Sea Kayaking (mechanics and strokes) � Wind and Waves � Weather � Safe Boa ng � ORCKA � Stoves and Water Filter Care and Maintenance � Packing Kayaks � Naviga on � Knots

WILDERNESS SKILLS AND LESSON RESOURCES

T : � Sea Kayaking (mechanics and strokes) � Wind and Waves � Weather � Safe Boa ng � ORCKA � Stoves and Water Filter Care and Maintenance � Packing Kayaks � Naviga on � Knots

WILDERNESS SKILLS AND LESSON RESOURCES

26 26

M SBy Alex Ma hews –Sea Kayaking Rough Waters

T T G R1. Use Co-opera ve Division of the Body2. Maintain the Power Posi on3. Rotate Your Torso

U C -O D O T BThe co-opera ve division of the body refers to the no on of le ng your upper and lower body work co-opera vely yet independently from each other. For example, your upper body may be ac vely driving your kayak forward, while your lower body is holding your boat on edge. Similarly, your boat may rock from edge to edge in rough water while your upper body stays upright. This co-opera ve division of work is essen al to edging, bracing, rolling and all other advanced paddling techniques.

M T P PSea kayaking in rough condi ons exposes a paddler to the powerful forces of moving water, and unfortunately injuries can occur. The most common injuries are rela vely minor ones like blisters or tendini s, but shoulder disloca on is a serious injury that is unfortunately all too common. One of the best ways to prevent shoulder injury is to maintain the “power posi on” with your arms.The power posi on simply involves keeping your hands in front of your body. Another way to think of it is that your arms, chest and paddle form a box when you hold your paddle in front of you, and you should maintain this box when taking any type of stroke. This doesn’t mean that you can’t reach to the back of your boat to take a stroke. But it does mean that in order to do so, you’ll need to rotate your whole upper body so that your hands stay in front of you. This act of rota ng the upper body is fi ngly referred to as torso rota on. Not only does this keep your shoulders safe, but it lets you harness the most power for your strokes.

R Y TYour paddle strokes should use much more than just your arm and shoulder muscles. You need to use the power of your whole upper body. Torso rota on is the way to get your front and side stomach muscles involved with your strokes. With good rota on, you should be working your la ssimus dorsi muscles, or “lats”, too. Using these larger muscles will let you paddle harder, faster, and for longer.

SEA KAYAKINGM S

By Alex Ma hews –Sea Kayaking Rough Waters

T T G R1. Use Co-opera ve Division of the Body2. Maintain the Power Posi on3. Rotate Your Torso

U C -O D O T BThe co-opera ve division of the body refers to the no on of le ng your upper and lower body work co-opera vely yet independently from each other. For example, your upper body may be ac vely driving your kayak forward, while your lower body is holding your boat on edge. Similarly, your boat may rock from edge to edge in rough water while your upper body stays upright. This co-opera ve division of work is essen al to edging, bracing, rolling and all other advanced paddling techniques.

M T P PSea kayaking in rough condi ons exposes a paddler to the powerful forces of moving water, and unfortunately injuries can occur. The most common injuries are rela vely minor ones like blisters or tendini s, but shoulder disloca on is a serious injury that is unfortunately all too common. One of the best ways to prevent shoulder injury is to maintain the “power posi on” with your arms.The power posi on simply involves keeping your hands in front of your body. Another way to think of it is that your arms, chest and paddle form a box when you hold your paddle in front of you, and you should maintain this box when taking any type of stroke. This doesn’t mean that you can’t reach to the back of your boat to take a stroke. But it does mean that in order to do so, you’ll need to rotate your whole upper body so that your hands stay in front of you. This act of rota ng the upper body is fi ngly referred to as torso rota on. Not only does this keep your shoulders safe, but it lets you harness the most power for your strokes.

R Y TYour paddle strokes should use much more than just your arm and shoulder muscles. You need to use the power of your whole upper body. Torso rota on is the way to get your front and side stomach muscles involved with your strokes. With good rota on, you should be working your la ssimus dorsi muscles, or “lats”, too. Using these larger muscles will let you paddle harder, faster, and for longer.

SEA KAYAKING

27 27

S UWhen considering rough water paddling technique, there is always much talk of bracing, surfi ng and rolling. But long before any of those skills are examined, a en on should be focused on the fundamental element of fl exing from the waist, and on staying supple and “fl uid” above the boat.Much of the me, the key to staying upright in rough condi ons is staying relaxed and le ng your boat “go with the fl ow” while your upper body remains centered and balanced over your kayak. To do this, your waist needs to operate like a universal joint, allowing the kayak to incline freely in all direc ons.Picture paddling over a small on-coming wave. The bow will climb the face of the wave, crest it and then carry on down the far side. The boat’s angle along its length changes from an upward lt to a downward one. Adjus ng to this change in boat angle is very natural. The paddler simply leans forward or backward from the waist and hips, eff ec vely keeping the upper body in a neutral posi on, while the kayak rides over the wave. The paddler’s head stays over the centerline of the kayak and therefore no loss of stability is experienced.We are naturally good at leaning forward and back in a kayak, but fl exing edge to edge usually feels counter-intui ve. If the paddler stays rigid at the waist when the boat moves edge to edge, the mass of the upper body and head will lean out over the centerline and throw the paddler off balance. The key is to stay supple and keep your head over the centerline.

BA brace is used to recover when you’ve been thrown off balance. There are two forms of braces, and both involve reaching out to the side of your kayak with your paddle and slapping the water with one blade. The only major diff erence between the low and the high brace is the posi on of your paddle as you slap the water. For both, the slap provides the momentary support needed for your body to upright the kayak. This is cri cal to understand. The paddle just provides momentary support-your body is responsible for righ ng the boat.

S UWhen considering rough water paddling technique, there is always much talk of bracing, surfi ng and rolling. But long before any of those skills are examined, a en on should be focused on the fundamental element of fl exing from the waist, and on staying supple and “fl uid” above the boat.Much of the me, the key to staying upright in rough condi ons is staying relaxed and le ng your boat “go with the fl ow” while your upper body remains centered and balanced over your kayak. To do this, your waist needs to operate like a universal joint, allowing the kayak to incline freely in all direc ons.Picture paddling over a small on-coming wave. The bow will climb the face of the wave, crest it and then carry on down the far side. The boat’s angle along its length changes from an upward lt to a downward one. Adjus ng to this change in boat angle is very natural. The paddler simply leans forward or backward from the waist and hips, eff ec vely keeping the upper body in a neutral posi on, while the kayak rides over the wave. The paddler’s head stays over the centerline of the kayak and therefore no loss of stability is experienced.We are naturally good at leaning forward and back in a kayak, but fl exing edge to edge usually feels counter-intui ve. If the paddler stays rigid at the waist when the boat moves edge to edge, the mass of the upper body and head will lean out over the centerline and throw the paddler off balance. The key is to stay supple and keep your head over the centerline.

BA brace is used to recover when you’ve been thrown off balance. There are two forms of braces, and both involve reaching out to the side of your kayak with your paddle and slapping the water with one blade. The only major diff erence between the low and the high brace is the posi on of your paddle as you slap the water. For both, the slap provides the momentary support needed for your body to upright the kayak. This is cri cal to understand. The paddle just provides momentary support-your body is responsible for righ ng the boat.

28 28

L BSi ng upright, roll the paddle under your elbows so that your forearms are almost ver cal, almost as though you were going to do a push-up. Reach out to 90 degrees so that one hand is at your belly bu on and the other is out over the water. Edging the boat in the direc on that you brace, slap the water, drop your head in that direc on and pull up with your lower knee to level off the kayak. Make sure that your paddle hits the water fl at, parallel to the surface, which will give you the most powerful support. To fi nish the brace, pull your paddle forward and inward, and roll your knuckles upward to clear the blade from the water.

L BSi ng upright, roll the paddle under your elbows so that your forearms are almost ver cal, almost as though you were going to do a push-up. Reach out to 90 degrees so that one hand is at your belly bu on and the other is out over the water. Edging the boat in the direc on that you brace, slap the water, drop your head in that direc on and pull up with your lower knee to level off the kayak. Make sure that your paddle hits the water fl at, parallel to the surface, which will give you the most powerful support. To fi nish the brace, pull your paddle forward and inward, and roll your knuckles upward to clear the blade from the water.

29 29

H BThe high brace is defi nitely the most powerful of the recovery techniques. A good paddler can even use the high brace to recover when their boat is almost completely upside down!The high brace follows the same rules as the low brace, only this me you’ll be using your paddle in a “chin-up” posi on, instead of the “push-up” posi on, and you’ll be using the power face instead of the backside of the blades. While si ng up straight, keep you elbows low, and roll your paddle up un l your forearms are almost ver cal. Tilt your boat and combine the head drop and knee pull up with your mo ons. This means that as you slap the water, you’ll drop your head towards the water and pull up with your lowest knee to right the kayak. Remember that looking at your ac ve blade is a good habit to get into because it helps keep your head down.

H BThe high brace is defi nitely the most powerful of the recovery techniques. A good paddler can even use the high brace to recover when their boat is almost completely upside down!The high brace follows the same rules as the low brace, only this me you’ll be using your paddle in a “chin-up” posi on, instead of the “push-up” posi on, and you’ll be using the power face instead of the backside of the blades. While si ng up straight, keep you elbows low, and roll your paddle up un l your forearms are almost ver cal. Tilt your boat and combine the head drop and knee pull up with your mo ons. This means that as you slap the water, you’ll drop your head towards the water and pull up with your lowest knee to right the kayak. Remember that looking at your ac ve blade is a good habit to get into because it helps keep your head down.

30 30

F P SAn effi cient and powerful forward stroke is an absolute must for any sea kayaker. Because so much of our me is spent paddling forward, it’s essen al to get the most out of each and every paddle stroke.The key to a powerful forward stroke is to carefully work on each component (catch, rota on, and exit) and be sure to really emphasize torso rota on. Without involving the big powerful muscles of the torso, you’ll never harness your full poten al to drive a kayak forward.

T S

Sweep StrokeThe sweep stroke is without a doubt the best stroke for turning your kayak, and l ng your kayak aggressively into your forward or reverse sweep stroke makes

it most eff ec ve. In really large, rough seas the best course of ac on will be to keep your boat on an even keel, or fl at to the water.

ScullingWhile all other strokes involve catch and release points, sculling is a technique that lets you get steady support from your paddle blade. The paddle dexterity that sculling teaches is a clear benefi t when paddling in rough condi ons and you have to react to the many forces ac ng upon you and your kayak.

Stern RudderA stern rudder is the most powerful means of making small correc ons to your course without slowing your kayak’s forward momentum too much. Most notably, it will help you stay on track when paddling in wind and waves. It’s also the stroke that you’ll use to control your kayak while surfi ng waves.There are two forms of the stern rudder. There’s the stern pry, and the stern draw. Both of these strokes start from the same posi on, with your paddle planted fi rmly in the water behind your body, parallel to your kayak. To do this, and s ll keep your hands in front of your body in the power posi on, you’ll need to use some aggressive torso rota on, which means turning your whole upper body towards your rudder. Hold your front hand comfortably in front of your chest. From this posi on, you can either push away with the backside of your paddle blade, which is called the stern pry, or you can draw water towards your stern with your power face, which is called the stern draw. The stern pry is by far the more powerful of the two strokes, and the one you’ll use most of the me. When surfi ng waves, there is always poten al for dynamic capsizes, so

always be sure to rotate your body aggressively to plant your rudder, because this allows you to maintain your power posi on and prevent shoulder injury. It is also important that you completely submerge your rudder as far back as is comfortable, with the paddle parallel to the kayak. This will provide your stroke with the most power while minimizing any braking eff ect.

F P SAn effi cient and powerful forward stroke is an absolute must for any sea kayaker. Because so much of our me is spent paddling forward, it’s essen al to get the most out of each and every paddle stroke.The key to a powerful forward stroke is to carefully work on each component (catch, rota on, and exit) and be sure to really emphasize torso rota on. Without involving the big powerful muscles of the torso, you’ll never harness your full poten al to drive a kayak forward.

T S

Sweep StrokeThe sweep stroke is without a doubt the best stroke for turning your kayak, and l ng your kayak aggressively into your forward or reverse sweep stroke makes

it most eff ec ve. In really large, rough seas the best course of ac on will be to keep your boat on an even keel, or fl at to the water.

ScullingWhile all other strokes involve catch and release points, sculling is a technique that lets you get steady support from your paddle blade. The paddle dexterity that sculling teaches is a clear benefi t when paddling in rough condi ons and you have to react to the many forces ac ng upon you and your kayak.

Stern RudderA stern rudder is the most powerful means of making small correc ons to your course without slowing your kayak’s forward momentum too much. Most notably, it will help you stay on track when paddling in wind and waves. It’s also the stroke that you’ll use to control your kayak while surfi ng waves.There are two forms of the stern rudder. There’s the stern pry, and the stern draw. Both of these strokes start from the same posi on, with your paddle planted fi rmly in the water behind your body, parallel to your kayak. To do this, and s ll keep your hands in front of your body in the power posi on, you’ll need to use some aggressive torso rota on, which means turning your whole upper body towards your rudder. Hold your front hand comfortably in front of your chest. From this posi on, you can either push away with the backside of your paddle blade, which is called the stern pry, or you can draw water towards your stern with your power face, which is called the stern draw. The stern pry is by far the more powerful of the two strokes, and the one you’ll use most of the me. When surfi ng waves, there is always poten al for dynamic capsizes, so

always be sure to rotate your body aggressively to plant your rudder, because this allows you to maintain your power posi on and prevent shoulder injury. It is also important that you completely submerge your rudder as far back as is comfortable, with the paddle parallel to the kayak. This will provide your stroke with the most power while minimizing any braking eff ect.

31 31

Stern Rudder

W EA wet exit is how you get out of a capsized boat quickly and safely. When wearing a spray skirt, always make sure that the rip cord is out, and not tucked inside the boat when you pull the skirt over the coaming. Once fl ipped, the fi rst thing to do is lean forward and fi nd this rip cord. Pull the rip cord to pop your skirt off the coaming, then slide your hands back to your hips, stay leaning forward and push yourself out. You’ll end up doing a bit of a forward roll out of your boat and you’ll be at the surface in no me.The en re process of wet exi ng will only take a few seconds and the more relaxed you are, the more smoothly it will go. Once you’re out, grab your boat and paddle to speed up the rescue process.

Stern Rudder

W EA wet exit is how you get out of a capsized boat quickly and safely. When wearing a spray skirt, always make sure that the rip cord is out, and not tucked inside the boat when you pull the skirt over the coaming. Once fl ipped, the fi rst thing to do is lean forward and fi nd this rip cord. Pull the rip cord to pop your skirt off the coaming, then slide your hands back to your hips, stay leaning forward and push yourself out. You’ll end up doing a bit of a forward roll out of your boat and you’ll be at the surface in no me.The en re process of wet exi ng will only take a few seconds and the more relaxed you are, the more smoothly it will go. Once you’re out, grab your boat and paddle to speed up the rescue process.

32 32

The wind blows over water, changing its surface into ripples and waves. As waves grow in height, the wind pushes them along faster and higher. Waves can become unexpectedly strong and destruc ve.Wind-generated waves are surface waves that occur on the free surface of oceans, seas, lakes, rivers, and canals or even on small puddles and ponds. Some waves in the oceans can travel thousands of miles before reaching land. Wind waves range in size from small ripples to huge rogue waves. When directly being generated and aff ected by the local winds, a wind wave system is called a wind sea. A er the wind ceases to blow, wind waves are called swell. Or, more generally, a swell consists of wind generated waves that are not aff ected by the local wind at the same moment. They have been generated elsewhere, or some me ago. Wind waves in the ocean are called ocean surface waves.

Tsunamis are a specifi c type of wave not caused by wind but by geological eff ects. In deep water, tsunamis are not visible because they are small in height and very long in wavelength. They may grow to devasta ng propor ons at the coast due to reduced water depth.

F : � Wind speed � Distance of open water that the wind has blown over (called the fetch) � Width of area aff ected by fetch � Time dura on the wind has blown over a given area � Water depth

All of these factors work together to determine the size of wind waves. The greater each of the variables, the larger the waves.

W : � Wave height (from trough to crest) � Wavelength (from crest to crest) � Period ( me interval between arrival of consecu ve crests at a sta onary

point)

W Waves in a given area typically have a range of heights. For weather repor ng and for scien fi c analysis of wind wave sta s cs, their characteris c height over a period of me is usually expressed as signifi cant wave height. This fi gure represents an average height of the highest one-third of the waves in a given me period (usually chosen somewhere in the range from 20 minutes to twelve

hours), or in a specifi c wave or storm system. Given the variability of wave height, the largest individual waves are likely to be about twice the reported signifi cant wave height for a par cular day or storm.

WIND AND WAVESThe wind blows over water, changing its surface into ripples and waves. As waves grow in height, the wind pushes them along faster and higher. Waves can become unexpectedly strong and destruc ve.Wind-generated waves are surface waves that occur on the free surface of oceans, seas, lakes, rivers, and canals or even on small puddles and ponds. Some waves in the oceans can travel thousands of miles before reaching land. Wind waves range in size from small ripples to huge rogue waves. When directly being generated and aff ected by the local winds, a wind wave system is called a wind sea. A er the wind ceases to blow, wind waves are called swell. Or, more generally, a swell consists of wind generated waves that are not aff ected by the local wind at the same moment. They have been generated elsewhere, or some me ago. Wind waves in the ocean are called ocean surface waves.

Tsunamis are a specifi c type of wave not caused by wind but by geological eff ects. In deep water, tsunamis are not visible because they are small in height and very long in wavelength. They may grow to devasta ng propor ons at the coast due to reduced water depth.

F : � Wind speed � Distance of open water that the wind has blown over (called the fetch) � Width of area aff ected by fetch � Time dura on the wind has blown over a given area � Water depth

All of these factors work together to determine the size of wind waves. The greater each of the variables, the larger the waves.

W : � Wave height (from trough to crest) � Wavelength (from crest to crest) � Period ( me interval between arrival of consecu ve crests at a sta onary

point)

W Waves in a given area typically have a range of heights. For weather repor ng and for scien fi c analysis of wind wave sta s cs, their characteris c height over a period of me is usually expressed as signifi cant wave height. This fi gure represents an average height of the highest one-third of the waves in a given me period (usually chosen somewhere in the range from 20 minutes to twelve

hours), or in a specifi c wave or storm system. Given the variability of wave height, the largest individual waves are likely to be about twice the reported signifi cant wave height for a par cular day or storm.

WIND AND WAVES

33 33

T W W

Three diff erent types of wind waves develop over me: Ripples, Seas and Swells

R appear on smooth water when the wind blows, but will die quickly if the wind stops. The restoring force that allows them to propagate is surface tension. Ripples do not travel exactly in the direc on of the wind but as two sets of parallel ripples, at angles 70-80° to the wind direc on. S are the larger-scale, o en irregular mo ons that form under sustained winds. They tend to last much longer, even a er the wind has died, and the restoring force that allows them to persist is gravity. As seas propagate away from their area of origin, they naturally separate according to their direc on and wavelength. The regular wave mo ons formed in this way are known as S .

Individual “rogue waves” (also called “freak waves”, “monster waves”, “killer waves”, and “king waves”) some mes occur, up to heights near 30 meters, and being much higher than the other waves in the sea state

Some waves undergo a phenomenon called “breaking”. A breaking wave is one whose base can no longer support its top, causing it to collapse. A wave breaks when it runs into shallow water, or when two wave systems oppose and combine forces.

As waves enter shallow water, they slow down, grow taller and change shape. How high a wave will rise depends on its wave length and beach slope.

T W W

Three diff erent types of wind waves develop over me: Ripples, Seas and Swells

R appear on smooth water when the wind blows, but will die quickly if the wind stops. The restoring force that allows them to propagate is surface tension. Ripples do not travel exactly in the direc on of the wind but as two sets of parallel ripples, at angles 70-80° to the wind direc on. S are the larger-scale, o en irregular mo ons that form under sustained winds. They tend to last much longer, even a er the wind has died, and the restoring force that allows them to persist is gravity. As seas propagate away from their area of origin, they naturally separate according to their direc on and wavelength. The regular wave mo ons formed in this way are known as S .

Individual “rogue waves” (also called “freak waves”, “monster waves”, “killer waves”, and “king waves”) some mes occur, up to heights near 30 meters, and being much higher than the other waves in the sea state

Some waves undergo a phenomenon called “breaking”. A breaking wave is one whose base can no longer support its top, causing it to collapse. A wave breaks when it runs into shallow water, or when two wave systems oppose and combine forces.

As waves enter shallow water, they slow down, grow taller and change shape. How high a wave will rise depends on its wave length and beach slope.

34 34

T M T O B W :

S : They can be found in most areas with rela vely fl at shorelines. They are the most common type of shore break. They arise from long waves breaking on gently sloping beaches. There are several rows of breakers. Such breakers gradually transport water towards the beach during groups of high waves. Rips running back to sea, transport this water away from the beach during groups of low waves. When caught swimming in a rip, do not a empt to swim back to shore because such rips can be very strong. Swim parallel to the beach towards where the waves are highest. This is where the water moves towards the beach. The next group of tall waves should assist you to swim back to shore. However, when launching (rescue) boats, this is best done in a rip zone.

P : these break suddenly and can “dump” swimmers—pushing them to the bo om with great force. Plunging breakers can occur on steeply sloping beaches. There is only one row of breakers. Strong off shore winds and long wave periods can cause plunging waves. They are o en found where there is a sudden rise in the sea fl oor, such as a reef or sandbar.

S : these may never actually break as they approach the water’s edge, as the water below them is very deep. They tend to form on steep shorelines. These waves can knock swimmers over and drag them back into deeper water. Waves break one at a me.

T M T O B W :

S : They can be found in most areas with rela vely fl at shorelines. They are the most common type of shore break. They arise from long waves breaking on gently sloping beaches. There are several rows of breakers. Such breakers gradually transport water towards the beach during groups of high waves. Rips running back to sea, transport this water away from the beach during groups of low waves. When caught swimming in a rip, do not a empt to swim back to shore because such rips can be very strong. Swim parallel to the beach towards where the waves are highest. This is where the water moves towards the beach. The next group of tall waves should assist you to swim back to shore. However, when launching (rescue) boats, this is best done in a rip zone.

P : these break suddenly and can “dump” swimmers—pushing them to the bo om with great force. Plunging breakers can occur on steeply sloping beaches. There is only one row of breakers. Strong off shore winds and long wave periods can cause plunging waves. They are o en found where there is a sudden rise in the sea fl oor, such as a reef or sandbar.

S : these may never actually break as they approach the water’s edge, as the water below them is very deep. They tend to form on steep shorelines. These waves can knock swimmers over and drag them back into deeper water. Waves break one at a me.

35 35

W S C

Gradually sloping beaches generate more benign surf condi ons, while steep beaches create vicious dumping surf.

Beware of headlands or “s cky-out-bits” where the intensity and power of waves and wind are magnifi ed.

W S C

Gradually sloping beaches generate more benign surf condi ons, while steep beaches create vicious dumping surf.

Beware of headlands or “s cky-out-bits” where the intensity and power of waves and wind are magnifi ed.

36 36

Weather is a part of our everyday lives. It is important to be able to predict upcoming weather in order to best be prepared for it. An cos is no diff erent.Mari me weather pa erns can be harsh and change suddenly. The followingare some defi ni ons and hints to help you fi gure out the weather enigma.

F I A M F � Temperature - determines at what al tude water vapor will condense � Humidity - is the water content of an air mass � Pressure - the density of air. Pressure gradients cause winds. Barometric

or atmospheric pressure is measured in millibars. 1013 millibars is equal to average sea level pressure.

� Geography- Physical features that trap air or infl uence moisture or temperature.

T A M � Mari me Polar - Cold and Humid. Can produce incredible instability. � Con nental Polar - Generally Cool and Dry. Can cause low-level instability. � Mari me Tropical - Warm and Moist air. Cool from below crea ng

a temperature inversion. Can produce stability, or act as a source of moisture to fuel a storm.

F SAs an air mass moves through an area, the resul ng weather is dependent on; The characteris c of that air mass, the strength of the air mass, as well as the features of the air mass that it is colliding with. A cold air mass moving toward a warm air mass is called a Cold front. It can bring short intense storms followed by rapid clearing and cooling. A warm air mass moving towards a cold one is called a warm front. They can bring long storms, as the moisture remains for days a er some mes.

T C EThe natural phenomenon in which wind in the northern hemisphere always turns to the le , or counter clockwise.

P WPlanetary air circula on produces dominate wind traits depending on la tude. We are in an area of prevailing west and southwest winds.

OAn air mass over-taking another air mass. Precipita on is the result.

WEATHER AT A GLANCEWeather is a part of our everyday lives. It is important to be able to predict upcoming weather in order to best be prepared for it. An cos is no diff erent.Mari me weather pa erns can be harsh and change suddenly. The followingare some defi ni ons and hints to help you fi gure out the weather enigma.

F I A M F � Temperature - determines at what al tude water vapor will condense � Humidity - is the water content of an air mass � Pressure - the density of air. Pressure gradients cause winds. Barometric

or atmospheric pressure is measured in millibars. 1013 millibars is equal to average sea level pressure.

� Geography- Physical features that trap air or infl uence moisture or temperature.

T A M � Mari me Polar - Cold and Humid. Can produce incredible instability. � Con nental Polar - Generally Cool and Dry. Can cause low-level instability. � Mari me Tropical - Warm and Moist air. Cool from below crea ng

a temperature inversion. Can produce stability, or act as a source of moisture to fuel a storm.

F SAs an air mass moves through an area, the resul ng weather is dependent on; The characteris c of that air mass, the strength of the air mass, as well as the features of the air mass that it is colliding with. A cold air mass moving toward a warm air mass is called a Cold front. It can bring short intense storms followed by rapid clearing and cooling. A warm air mass moving towards a cold one is called a warm front. They can bring long storms, as the moisture remains for days a er some mes.

T C EThe natural phenomenon in which wind in the northern hemisphere always turns to the le , or counter clockwise.

P WPlanetary air circula on produces dominate wind traits depending on la tude. We are in an area of prevailing west and southwest winds.

OAn air mass over-taking another air mass. Precipita on is the result.

WEATHER AT A GLANCE

37 37

G … � Sca ered small cumulus clouds are present � Light westerly or northerly winds � Wind changes direc ons in a clockwise manner � Barometer is steady or rising � Night fog clears by mid morning � Day sea breeze, and night land breeze cycle � Clouds and low level wind come from the same direc on

W … � Stratus clouds move in under cirrus clouds and thicken � Cumulus clouds grow thick and dark � Barometer falls steadily � Wind shi s counter-clockwise or rises from the east (backing) � Upper level clouds come from the le (with your back to the wind)

P … � A er a rain storm, temperature drops � Wind shi s clockwise (veering) � Clouds rise and thin out � Upper level clouds come from the right (with your back to the wind)

T … T … � Barometer is rising � Sky becomes overcast at night � It is clear at night � Backing winds

R … � Backing winds � Falling Barometer � Cirrostratus clouds produce a halo around the moon, or a sun dog � Early morning temperatures are high, and air is humid � Towering Cumulus clouds are visible

M FAn Environment Canada Marine Forecast is broadcast 24 hours a day.It will give up to date and accurate weather observa ons as well as a synopsis, and forecast for the next few days. Wind condi ons, sea state, barometric pressure, visibility, temperatures, and storm warnings are also included. We will be checking the weather every morning as well as through out each day. Gathering all available informa on and being observant through out each day will enable us to be prepared for weather that we will encounter. Forethought and good judgment will keep us out of dangerous situa ons.

WEATHER INTERPRETATIONG …

� Sca ered small cumulus clouds are present � Light westerly or northerly winds � Wind changes direc ons in a clockwise manner � Barometer is steady or rising � Night fog clears by mid morning � Day sea breeze, and night land breeze cycle � Clouds and low level wind come from the same direc on

W … � Stratus clouds move in under cirrus clouds and thicken � Cumulus clouds grow thick and dark � Barometer falls steadily � Wind shi s counter-clockwise or rises from the east (backing) � Upper level clouds come from the le (with your back to the wind)

P … � A er a rain storm, temperature drops � Wind shi s clockwise (veering) � Clouds rise and thin out � Upper level clouds come from the right (with your back to the wind)

T … T … � Barometer is rising � Sky becomes overcast at night � It is clear at night � Backing winds

R … � Backing winds � Falling Barometer � Cirrostratus clouds produce a halo around the moon, or a sun dog � Early morning temperatures are high, and air is humid � Towering Cumulus clouds are visible

M FAn Environment Canada Marine Forecast is broadcast 24 hours a day.It will give up to date and accurate weather observa ons as well as a synopsis, and forecast for the next few days. Wind condi ons, sea state, barometric pressure, visibility, temperatures, and storm warnings are also included. We will be checking the weather every morning as well as through out each day. Gathering all available informa on and being observant through out each day will enable us to be prepared for weather that we will encounter. Forethought and good judgment will keep us out of dangerous situa ons.

WEATHER INTERPRETATION

38 38

BEAUFORT WIND SCALE BEAUFORT WIND SCALE

39 39

SAFE BOATING REGULATIONS SAFE BOATING REGULATIONS

40 40

ORCKA CERTIFICATION ORCKA CERTIFICATION

42 42

S � If the stove is on fi re – smother fi re with pot, never use water to put out a

fuel fi re. � If the stove does not have pressure –the fuel bo le could be too full to

pressurize – only fi ll bo le ¾ full. � If the stove does not have fl ames – there may not be enough fuel. � Low fl ames – could be water in the fuel bo le – drain fuel bo le if you

think there is water in the bo le –always fi lter your fuel from the cans into the fuel bo le.

� Blockage –could be blocked from se ng your stove up on the sand – always put your stove off the ground, use a pot lid or wind screen to set the stove on.

� When cooking place the stove off the sand (set on a large fl at rock) � Keep the stove as dry as possible (pack in dry bag, or pot)

T � A ach tent bag and pole bag to tent a er se ng up each evening � Use rocks for securing tents only on the outside of the tent (no rocks

inside the tent) � Wash tent zippers and poles at the end of trip to get any salt water off the

tent metal and plas c parts � Set tents up in areas that will not expose them to extreme winds � Use a ground sheet on the outside of the tent if you are camping on rock

K � Secure your hatch covers as soon as you take them off the boat � Keep the rudder up in shallow water or when landing and launching � Bring the kayak up out of the dal zone when ever landing (at lunch or at

the end of the day)

P S G ( , ) � Secure your paddle each evening with your kayak � Use wooden poles for tarp set up instead of paddles � Secure your safety gear under bungies

GENERAL EQUIPMENT CARE AND TIPSS

� If the stove is on fi re – smother fi re with pot, never use water to put out a fuel fi re.

� If the stove does not have pressure –the fuel bo le could be too full to pressurize – only fi ll bo le ¾ full.

� If the stove does not have fl ames – there may not be enough fuel. � Low fl ames – could be water in the fuel bo le – drain fuel bo le if you

think there is water in the bo le –always fi lter your fuel from the cans into the fuel bo le.

� Blockage –could be blocked from se ng your stove up on the sand – always put your stove off the ground, use a pot lid or wind screen to set the stove on.

� When cooking place the stove off the sand (set on a large fl at rock) � Keep the stove as dry as possible (pack in dry bag, or pot)

T � A ach tent bag and pole bag to tent a er se ng up each evening � Use rocks for securing tents only on the outside of the tent (no rocks

inside the tent) � Wash tent zippers and poles at the end of trip to get any salt water off the

tent metal and plas c parts � Set tents up in areas that will not expose them to extreme winds � Use a ground sheet on the outside of the tent if you are camping on rock

K � Secure your hatch covers as soon as you take them off the boat � Keep the rudder up in shallow water or when landing and launching � Bring the kayak up out of the dal zone when ever landing (at lunch or at

the end of the day)

P S G ( , ) � Secure your paddle each evening with your kayak � Use wooden poles for tarp set up instead of paddles � Secure your safety gear under bungies

GENERAL EQUIPMENT CARE AND TIPS

43 43

G T � Make sure you have the proper pump that matches your stove. A

mismatch pump/stove can cause leaking. � Before disassembling the stove, set out everything you will need in a clean

and organized loca on. � Check the fuel for water and debris. O en it is the fuel causing issues and

not the mechanics of the stove. � You can use fuel in a pot lid to help you clean the diff erent stove

components.

MSR WHISPERLITE MAINTENANCEG T

� Make sure you have the proper pump that matches your stove. A mismatch pump/stove can cause leaking.

� Before disassembling the stove, set out everything you will need in a clean and organized loca on.

� Check the fuel for water and debris. O en it is the fuel causing issues and not the mechanics of the stove.

� You can use fuel in a pot lid to help you clean the diff erent stove components.

MSR WHISPERLITE MAINTENANCE

44 44

MSR WHISPERLITE CLEANING MSR WHISPERLITE CLEANING

45 45

MSR DRAGONFLY MAINTENANCE MSR DRAGONFLY MAINTENANCE

46 46

MSR DRAGONFLY CLEANING MSR DRAGONFLY CLEANING

47 47

MSR PUMP MAINTENANCE(Same for MSR Whisperlite and Dragonfl y)

MSR PUMP MAINTENANCE(Same for MSR Whisperlite and Dragonfl y)

48 48

MSR MINIWORKS WATER FILTER MSR MINIWORKS WATER FILTER

50 50

The Sawyer Gravity Filters provides a lightweight, water purifi ca on system ideally suited for groups. This will replace the Jerry Can and the pris ne with bladder on selected trips, and will likely be used over the hand pumps on trip, due to the high effi ciency of them both in camp and on the move. These fi lters, like all of our fi ltra on devices, are fragile, despite being enclosed in a hard plas c case, so it is important to take good care of them on our trips. If we do take care of them, the fi lters are guaranteed a lifespan of 1 million gallons (or 4 million litres) before needing to be replaced. This is possible due to the increased strength of the fi ltra on loops that allows for eff ec ve backwashing without damaging the fi lter membranes. This backwashing system adds years on to the lifespan of the fi lters and becomes a very economical method for us to clean our drinking water on trip.

H T O1. Ensure you have all parts of the Filtra on system (Grey-dirty water bag,

tubing, fi lter and Blue-clean water bag)2. Fill the grey bag with water from a stream, lake, etc. and seal shut. Using a

pre-fi lter will greatly increase the effi ciency of your fi lter!3. A ach Blue end of fi lter directly to Blue, clean drinking water bag. 4. A ach and unclamp grey hose to let water run through the line. Once

fl owing freely, connect the grey bag line to the grey end of fi lter and hang the grey bag higher than the blue bag (the higher it hangs, the faster it will fi lter)

B W IIf the fi lter slows down considerably or stops working, remove the grey bag and hang the blue bag higher than the fi lter. Gently apply pressure to blue bag, forcing water back through the fi lter; this is called backwashing the fi lter. You should only need 100-200 ml to go through the fi lter for it to be clean and working eff ec vely again. When backwashing, give it a good squeeze right away so there is a li le more force on the water from the start, thus washing away more par cles from the fi lter membrane.

*Backwashing will need to be done at least every 5-10 gallons (20-40 L) depending on how dirty your water source is. Luckily this will take just a few seconds once you get the hang of it!*The fi lter casing should never be removed to expose the fi lter membranes, doing so will ruin the fi lter.

SAWYER GRAVITY FILTERSThe Sawyer Gravity Filters provides a lightweight, water purifi ca on system ideally suited for groups. This will replace the Jerry Can and the pris ne with bladder on selected trips, and will likely be used over the hand pumps on trip, due to the high effi ciency of them both in camp and on the move. These fi lters, like all of our fi ltra on devices, are fragile, despite being enclosed in a hard plas c case, so it is important to take good care of them on our trips. If we do take care of them, the fi lters are guaranteed a lifespan of 1 million gallons (or 4 million litres) before needing to be replaced. This is possible due to the increased strength of the fi ltra on loops that allows for eff ec ve backwashing without damaging the fi lter membranes. This backwashing system adds years on to the lifespan of the fi lters and becomes a very economical method for us to clean our drinking water on trip.

H T O1. Ensure you have all parts of the Filtra on system (Grey-dirty water bag,

tubing, fi lter and Blue-clean water bag)2. Fill the grey bag with water from a stream, lake, etc. and seal shut. Using a

pre-fi lter will greatly increase the effi ciency of your fi lter!3. A ach Blue end of fi lter directly to Blue, clean drinking water bag. 4. A ach and unclamp grey hose to let water run through the line. Once

fl owing freely, connect the grey bag line to the grey end of fi lter and hang the grey bag higher than the blue bag (the higher it hangs, the faster it will fi lter)

B W IIf the fi lter slows down considerably or stops working, remove the grey bag and hang the blue bag higher than the fi lter. Gently apply pressure to blue bag, forcing water back through the fi lter; this is called backwashing the fi lter. You should only need 100-200 ml to go through the fi lter for it to be clean and working eff ec vely again. When backwashing, give it a good squeeze right away so there is a li le more force on the water from the start, thus washing away more par cles from the fi lter membrane.

*Backwashing will need to be done at least every 5-10 gallons (20-40 L) depending on how dirty your water source is. Luckily this will take just a few seconds once you get the hang of it!*The fi lter casing should never be removed to expose the fi lter membranes, doing so will ruin the fi lter.

SAWYER GRAVITY FILTERS

51 51

� In front of the bow inside the bulkhead – tent poles, fuel bo les, running shoes, tent, waterproof stuff bags

� On top of the bow of the boat – map, compass, GPS, water bo le, kayak pump

� In the cockpit with you – lap bag, lunch in a Tupperware container, sponge � Inside behind the seat – rain gear, extra water if needed � Behind the stern inside the bulkhead –food bags, pots, sleeping bag,

Thermarest, more waterproof stuff bags, group gear � On top of the boat behind the seat – extra paddle, fl oat bag, tow rope, cock

pit sling

HOW TO PACK A KAYAK � In front of the bow inside the bulkhead – tent poles, fuel bo les, running

shoes, tent, waterproof stuff bags � On top of the bow of the boat – map, compass, GPS, water bo le, kayak

pump � In the cockpit with you – lap bag, lunch in a Tupperware container, sponge � Inside behind the seat – rain gear, extra water if needed � Behind the stern inside the bulkhead –food bags, pots, sleeping bag,

Thermarest, more waterproof stuff bags, group gear � On top of the boat behind the seat – extra paddle, fl oat bag, tow rope, cock

pit sling

HOW TO PACK A KAYAK

52 52

PPaddles have three main parts to them. They have a sha , a power face, and a back face. The power face is the side of the paddle blade that catches water when you take a forward stroke, while the back face, of course, is the other side of the blade. From p to p, paddles can vary in length from 190 cm to 260cm. Blades also come in a wide range of shapes and sizes.Paddles are made from a variety of materials. The most common are plas c, fi berglass, carbon fi ber or a combina on thereof. Plas c paddles off er a decent blend of performance and aff ordability. Fiberglass paddles are lighter and s ff er. Carbon fi ber paddles are the lightest and s ff est paddles.

C A PIt is important to iden fy that there are two diff erent paddling styles: low angle and high angle. These styles correlate to the angle of the paddles sha in rela on to the surface of the water when you take a stroke.

Low angle is the most common paddling style and is used by the vast majority of recrea onal paddlers out there. Low angle is well suited for longer touring days where the paddler will maintain a low heart rate. Paddles designed for low angle paddling have longer and narrower blades with a diherdral power face (a dihedral power face has a raised center line and two faces that slope away on either side to direct the water around the blade). This makes the paddle easier to pull through the water, but sacrifi ces power to do so. For low angle paddling you’ll also generally choose a longer paddle.

High angle paddling refl ects a more aggressive approach to paddling. The strokes require more energy, but they propel the kayak forward more effi ciently. Paddles that cater to a high angle style are shorter, have shorter and wider blades with a concave power face that catches more water during the forward stroke.

P P

KAYAK PADDLES 101PPaddles have three main parts to them. They have a sha , a power face, and a back face. The power face is the side of the paddle blade that catches water when you take a forward stroke, while the back face, of course, is the other side of the blade. From p to p, paddles can vary in length from 190 cm to 260cm. Blades also come in a wide range of shapes and sizes.Paddles are made from a variety of materials. The most common are plas c, fi berglass, carbon fi ber or a combina on thereof. Plas c paddles off er a decent blend of performance and aff ordability. Fiberglass paddles are lighter and s ff er. Carbon fi ber paddles are the lightest and s ff est paddles.

C A PIt is important to iden fy that there are two diff erent paddling styles: low angle and high angle. These styles correlate to the angle of the paddles sha in rela on to the surface of the water when you take a stroke.

Low angle is the most common paddling style and is used by the vast majority of recrea onal paddlers out there. Low angle is well suited for longer touring days where the paddler will maintain a low heart rate. Paddles designed for low angle paddling have longer and narrower blades with a diherdral power face (a dihedral power face has a raised center line and two faces that slope away on either side to direct the water around the blade). This makes the paddle easier to pull through the water, but sacrifi ces power to do so. For low angle paddling you’ll also generally choose a longer paddle.

High angle paddling refl ects a more aggressive approach to paddling. The strokes require more energy, but they propel the kayak forward more effi ciently. Paddles that cater to a high angle style are shorter, have shorter and wider blades with a concave power face that catches more water during the forward stroke.

P P

KAYAK PADDLES 101

53 53

Finding and keeping track of posi on is done by one of two methods; pilo ng and/or dead reckoning.

P is the formal name for the usual way of ge ng around-using known landmarks and references.When landmarks are far away you can use the chart map to plot a line or two lines that intersect by using landmarks in sight.

D is a method of fi nding out where you are by using speed and me. To navigate by dead reckoning, a present posi on is deduced from the distance and the direc on paddled away from a known loca on.Although it may not be thought of in these formal terms, the naviga on of any trip proceeds as a sequence of pilo ng fi xes, with naviga on by dead reckoning between the fi xes. Star ng from a known posi on, you set off in the direc on of your des na on at some es mated speed. From this you can deduce how long the trip should take and where you should be at various intermediate mes.

T C

NAVIGATIONFinding and keeping track of posi on is done by one of two methods; pilo ng and/or dead reckoning.

P is the formal name for the usual way of ge ng around-using known landmarks and references.When landmarks are far away you can use the chart map to plot a line or two lines that intersect by using landmarks in sight.

D is a method of fi nding out where you are by using speed and me. To navigate by dead reckoning, a present posi on is deduced from the distance and the direc on paddled away from a known loca on.Although it may not be thought of in these formal terms, the naviga on of any trip proceeds as a sequence of pilo ng fi xes, with naviga on by dead reckoning between the fi xes. Star ng from a known posi on, you set off in the direc on of your des na on at some es mated speed. From this you can deduce how long the trip should take and where you should be at various intermediate mes.

T C

NAVIGATION

54 54

There are many more factors to consider before going on a coastal trip. Oceans are huge dynamic creatures that can be the most beau ful lamb one minute and, the most ferocious lion the next. The following is a brief list of terms and concepts that will give you a basic knowledge base of marine naviga on.

T are caused by the gravita onal pull of the moon and sun. It is the ver cal rise and fall of the water level. There are semi-diurnal des meaning 2 high des, and 2 low des every 24 hours.

C are closely related to des, but are an independent phenomenon.As des rise and fall, water is forced through constric ons and around obstacles causing it to accelerate. Tidal currents can range from gentle and unno ceable, to class IV rapids with nasty whirl pools and boils.

F is the distance which that the wind is in contact with the water with no obstruc ons. The greater the fetch, the greater the energy transfer and the bigger the waves.

S are large rolling waves with large wavelengths. They can travel great distances and are caused by storms in other parts of the oceans. Even on calm days, sea swell can reach great heights.

F - Radia on Fog is caused by warm air condensing near the cool ground. It is blown away by wind, or burned off by the heat of the sun.Sea Fog is caused when the earth is warm and the sea is cold. Warm air is blown over the cold water and condenses near the surface. It is not burned off by the sun, and is not blown away by the wind. It can remain “socked in” for days.

S - On shores where there is a shallow gradient, waves can “crash” violently. When the swell hits the bo om, it is forced up and then breaks on to itself. Surf is divided into 3 zones; Swell, Break, and Wash. Surf landings and launchings can be dangerous, and cau on should always be exercised.

N C are maps that show the contour of the ocean fl oor (depth). They show currents, shoreline profi le, inter dal zones, hazards to naviga on, and naviga onal aids.

K are the unit used for measuring speed of wind, currents and travel in a marine se ng. 1 knot (Nau cal Mile) = 1.6 Statute Miles = 1.8 km. We will paddle around 2 knots per hour. A wind speed of 8 knots is enough to pull us off the water, and a current of 3 knots will produce scary rapids.

MARINE NAVIGATIONThere are many more factors to consider before going on a coastal trip. Oceans are huge dynamic creatures that can be the most beau ful lamb one minute and, the most ferocious lion the next. The following is a brief list of terms and concepts that will give you a basic knowledge base of marine naviga on.

T are caused by the gravita onal pull of the moon and sun. It is the ver cal rise and fall of the water level. There are semi-diurnal des meaning 2 high des, and 2 low des every 24 hours.

C are closely related to des, but are an independent phenomenon.As des rise and fall, water is forced through constric ons and around obstacles causing it to accelerate. Tidal currents can range from gentle and unno ceable, to class IV rapids with nasty whirl pools and boils.

F is the distance which that the wind is in contact with the water with no obstruc ons. The greater the fetch, the greater the energy transfer and the bigger the waves.

S are large rolling waves with large wavelengths. They can travel great distances and are caused by storms in other parts of the oceans. Even on calm days, sea swell can reach great heights.

F - Radia on Fog is caused by warm air condensing near the cool ground. It is blown away by wind, or burned off by the heat of the sun.Sea Fog is caused when the earth is warm and the sea is cold. Warm air is blown over the cold water and condenses near the surface. It is not burned off by the sun, and is not blown away by the wind. It can remain “socked in” for days.

S - On shores where there is a shallow gradient, waves can “crash” violently. When the swell hits the bo om, it is forced up and then breaks on to itself. Surf is divided into 3 zones; Swell, Break, and Wash. Surf landings and launchings can be dangerous, and cau on should always be exercised.

N C are maps that show the contour of the ocean fl oor (depth). They show currents, shoreline profi le, inter dal zones, hazards to naviga on, and naviga onal aids.

K are the unit used for measuring speed of wind, currents and travel in a marine se ng. 1 knot (Nau cal Mile) = 1.6 Statute Miles = 1.8 km. We will paddle around 2 knots per hour. A wind speed of 8 knots is enough to pull us off the water, and a current of 3 knots will produce scary rapids.

MARINE NAVIGATION

55 55

L , L , N MLa tude and longitude designate an invisible grid on a global scale used for specifying loca ons anywhere on Earth. The la tude of a place tells how far it is north or south of the equator. Its longitude tells how far it is east of west of the Greenwich meridian. La tude and longitude are expressed in degrees and minutes because they correspond to angular distances on the globe.Beyond loca ng posi ons, however, the la tude scale is useful for measuring distances between points. The north-south distance between consecu ve la tude degree lines on any chart of any place on the earth is always 60 nau cal miles, because this is the way the nau cal mile is defi ne.

L , L , N MLa tude and longitude designate an invisible grid on a global scale used for specifying loca ons anywhere on Earth. The la tude of a place tells how far it is north or south of the equator. Its longitude tells how far it is east of west of the Greenwich meridian. La tude and longitude are expressed in degrees and minutes because they correspond to angular distances on the globe.Beyond loca ng posi ons, however, the la tude scale is useful for measuring distances between points. The north-south distance between consecu ve la tude degree lines on any chart of any place on the earth is always 60 nau cal miles, because this is the way the nau cal mile is defi ne.

56 56

P C

B - the direc on from a base point to a target, indicated in the units ‘degrees’.

I - in orienteering, this is an obvious object (large tree, big rock, etc.) that lies exactly in the line between the point you are at and the place you want to go. This target will keep you on your bearing course and speed your movement between intermediate targets en route to your des na on point.

T 1. Face the landmark.2. Hold your compass with the direc on of travel arrow poin ng to the

landmark and level enough to permit the needle to swing freely.3. Turn the dial of the housing (without changing the posi on of the compass)

un l the orien ng arrow and lines in the housing are parallel with the magne c needle, and the red end of the needle is poin ng to the le er N on the compass housing.

4. Read the magne c bearing to the landmark on the dial at the index pointer.

MAP AND COMPASS REVIEW

P C

B - the direc on from a base point to a target, indicated in the units ‘degrees’.

I - in orienteering, this is an obvious object (large tree, big rock, etc.) that lies exactly in the line between the point you are at and the place you want to go. This target will keep you on your bearing course and speed your movement between intermediate targets en route to your des na on point.

T 1. Face the landmark.2. Hold your compass with the direc on of travel arrow poin ng to the

landmark and level enough to permit the needle to swing freely.3. Turn the dial of the housing (without changing the posi on of the compass)

un l the orien ng arrow and lines in the housing are parallel with the magne c needle, and the red end of the needle is poin ng to the le er N on the compass housing.

4. Read the magne c bearing to the landmark on the dial at the index pointer.

MAP AND COMPASS REVIEW

57 57

S F B1. Turn the dial un l the bearing (the degree #) you want is shown at the

index pointer.2. Hold the compass in your hand, level enough to permit the magne c

needle to swing freely with the direc on of travel arrow poin ng straight ahead.

3. Orient the compass and yourself. (Turn yourself around together with the compass, un l the red end of the magne c needle points to the le er N on the dial.)

4. Look at the direc on of travel arrow. You are now facing the desired bearing. Look straight ahead, choose an intermediate target in the direc on you are facing, then travel in the direc on of your bearing.

5. Walk to that landmark without looking at the compass. When you get there repeat steps 2 - 5.

P 1. The red end of the needle points to Magne c North.2. The direc on of travel arrow should always point in the same direc on as

your nose.3. Turn your en re body, not just the compass.4. The red end of the needle must be lined up inside the orien ng arrow.5. Once you have found an object to sight off , don’t look at your compass.

DThe diff erence between true north and magne c north is called ‘declina on’. In this area, magne c north is west of true north by ~12 degrees.

� If you are taking a bearing off of a map and using that bearing in the fi eld you must add those 12 degrees.

� When taking a fi eld bearing and transferring it to a map use must subtract those 12 degrees.

* M ( ) F ( ) = ADD* F ( ) M ( ) = SUBTRACT

S F B1. Turn the dial un l the bearing (the degree #) you want is shown at the

index pointer.2. Hold the compass in your hand, level enough to permit the magne c

needle to swing freely with the direc on of travel arrow poin ng straight ahead.

3. Orient the compass and yourself. (Turn yourself around together with the compass, un l the red end of the magne c needle points to the le er N on the dial.)

4. Look at the direc on of travel arrow. You are now facing the desired bearing. Look straight ahead, choose an intermediate target in the direc on you are facing, then travel in the direc on of your bearing.

5. Walk to that landmark without looking at the compass. When you get there repeat steps 2 - 5.

P 1. The red end of the needle points to Magne c North.2. The direc on of travel arrow should always point in the same direc on as

your nose.3. Turn your en re body, not just the compass.4. The red end of the needle must be lined up inside the orien ng arrow.5. Once you have found an object to sight off , don’t look at your compass.

DThe diff erence between true north and magne c north is called ‘declina on’. In this area, magne c north is west of true north by ~12 degrees.

� If you are taking a bearing off of a map and using that bearing in the fi eld you must add those 12 degrees.

� When taking a fi eld bearing and transferring it to a map use must subtract those 12 degrees.

* M ( ) F ( ) = ADD* F ( ) M ( ) = SUBTRACT

58 58

Nau cal charts are maps of waterways designed specifi cally for marine naviga on. They show water depths, shoreline composi on, extent of the dal range on the shore, inshore rocks, naviga on aids, and the direc on that

compasses point to in the charted area.

T N CCharts are generally categorized by their scale; - charts show a lot of detail over a small geographic area, while - charts show a lesser amount of detail over a large area. In general, then, mariners would use small-scale charts when on the open seas going from one place to another and would use the largest scale possible for naviga ng near-shore.

C N . 1Due to the fact that nau cal charts include an incredible amount of informa on; the number of symbols, abbrevia ons, and markings can be very overwhelming. Instead of trying to commit all of the informa on to memory, diff erent resources have been created in order to help boaters. The single best reference when it comes to understanding nau cal charts is a document called Chart No. 1: Symbols, Abbrevia ons and Terms used on Paper and Electronic Naviga onal Charts. This resource is not exactly a read through “cover-to-cover”, but instead is helpful when used as a glossary.

NAUTICAL CHARTSNau cal charts are maps of waterways designed specifi cally for marine naviga on. They show water depths, shoreline composi on, extent of the dal range on the shore, inshore rocks, naviga on aids, and the direc on that

compasses point to in the charted area.

T N CCharts are generally categorized by their scale; - charts show a lot of detail over a small geographic area, while - charts show a lesser amount of detail over a large area. In general, then, mariners would use small-scale charts when on the open seas going from one place to another and would use the largest scale possible for naviga ng near-shore.

C N . 1Due to the fact that nau cal charts include an incredible amount of informa on; the number of symbols, abbrevia ons, and markings can be very overwhelming. Instead of trying to commit all of the informa on to memory, diff erent resources have been created in order to help boaters. The single best reference when it comes to understanding nau cal charts is a document called Chart No. 1: Symbols, Abbrevia ons and Terms used on Paper and Electronic Naviga onal Charts. This resource is not exactly a read through “cover-to-cover”, but instead is helpful when used as a glossary.

NAUTICAL CHARTS

59 59

When discussing traveling speeds on water there are mul ple units of measurement that are commonly used.

One can simply con nue to use metric or imperial units of speed similar to those that are commonly used on land: 1 / = 0.62

However, charts will also use Nau cal Miles per hour.

A nau cal mile is based on the circumference of the earth, and is equal to one minute of la tude (exactly 1852 metres). It is slightly more than a statute (land measured) mile (1 nau cal mile = 1.1508 statute miles or 1.852 kilometers). Nau cal miles are used for char ng and naviga ng.

A K is one nau cal mile per hour (1 knot = 1.15 mph or 1.85 km/hr ).

The term knot dates from the 17th century, when sailors measured the speed of their ship by using a device called a “common log.” This device was a coil of rope with uniformly spaced knots, a ached to a piece of wood shaped like a slice of pie. The piece of wood was lowered from the back of the ship and allowed to fl oat behind it. The line was allowed to pay out freely from the coil as the piece of wood fell behind the ship for a specifi c amount of me. When the specifi ed me had passed, the line was pulled in and the number of knots on the rope between the ship and the wood were counted. The speed of the ship was said to be the number of knots counted (Bowditch, 1984).

TRAVELING SPEEDSWhen discussing traveling speeds on water there are mul ple units of measurement that are commonly used.

One can simply con nue to use metric or imperial units of speed similar to those that are commonly used on land: 1 / = 0.62

However, charts will also use Nau cal Miles per hour.

A nau cal mile is based on the circumference of the earth, and is equal to one minute of la tude (exactly 1852 metres). It is slightly more than a statute (land measured) mile (1 nau cal mile = 1.1508 statute miles or 1.852 kilometers). Nau cal miles are used for char ng and naviga ng.

A K is one nau cal mile per hour (1 knot = 1.15 mph or 1.85 km/hr ).

The term knot dates from the 17th century, when sailors measured the speed of their ship by using a device called a “common log.” This device was a coil of rope with uniformly spaced knots, a ached to a piece of wood shaped like a slice of pie. The piece of wood was lowered from the back of the ship and allowed to fl oat behind it. The line was allowed to pay out freely from the coil as the piece of wood fell behind the ship for a specifi c amount of me. When the specifi ed me had passed, the line was pulled in and the number of knots on the rope between the ship and the wood were counted. The speed of the ship was said to be the number of knots counted (Bowditch, 1984).

TRAVELING SPEEDS

60 60

The Global Posi oning System (GPS) is a satellite-based naviga on system made up of a network of 24 satellites placed into orbit by the U.S. Department of Defense. GPS was originally intended for military applica ons, but in the 1980s, the government made the system available for civilian use. GPS works in any weather condi ons, anywhere in the world, 24 hours a day. There are no subscrip on fees or setup charges to use GPS.

H WGPS satellites circle the earth twice a day in a very precise orbit and transmit signal informa on to earth. GPS receivers take this informa on and use triangula on to calculate the user’s exact loca on. Essen ally, the GPS receiver compares the me a signal was transmi ed by a satellite with the me it was received. The me diff erence tells the GPS receiver how far away the satellite is. Now, with distance measurements from a few more satellites, the receiver can determine the user’s posi on and display it on the unit’s electronic map.

A GPS receiver must be locked on to the signal of at least three satellites to calculate a 2D posi on (la tude and longitude) and track movement. With four or more satellites in view, the receiver can determine the user’s 3D posi on (la tude, longitude and al tude). Once the user’s posi on has been determined, the GPS unit can calculate other informa on, such as speed, bearing, track, trip distance, distance to des na on, sunrise and sunset me and more.

GPS 101The Global Posi oning System (GPS) is a satellite-based naviga on system made up of a network of 24 satellites placed into orbit by the U.S. Department of Defense. GPS was originally intended for military applica ons, but in the 1980s, the government made the system available for civilian use. GPS works in any weather condi ons, anywhere in the world, 24 hours a day. There are no subscrip on fees or setup charges to use GPS.

H WGPS satellites circle the earth twice a day in a very precise orbit and transmit signal informa on to earth. GPS receivers take this informa on and use triangula on to calculate the user’s exact loca on. Essen ally, the GPS receiver compares the me a signal was transmi ed by a satellite with the me it was received. The me diff erence tells the GPS receiver how far away the satellite is. Now, with distance measurements from a few more satellites, the receiver can determine the user’s posi on and display it on the unit’s electronic map.

A GPS receiver must be locked on to the signal of at least three satellites to calculate a 2D posi on (la tude and longitude) and track movement. With four or more satellites in view, the receiver can determine the user’s 3D posi on (la tude, longitude and al tude). Once the user’s posi on has been determined, the GPS unit can calculate other informa on, such as speed, bearing, track, trip distance, distance to des na on, sunrise and sunset me and more.

GPS 101

61 61

T SThe 24 satellites that make up the GPS space segment are orbi ng the earth about 19,000 kilometres above us. They are constantly moving, making two complete orbits in less than 24 hours. These satellites are travelling at speeds exceeding 11,000 kilometres an hour.

GPS satellites are powered by solar energy. They have backup ba eries onboard to keep them running in the event of a solar eclipse, when there’s no solar power. Small rocket boosters on each satellite keep them fl ying in the correct path.

Here are some other interes ng facts about the GPS satellites (also called NAVSTAR, the offi cial U.S. Department of Defense name for GPS):

� The fi rst GPS satellite was launched in 1961. � A full constella on of 24 satellites was achieved in 1994. � Each satellite is built to last about 10 years. Replacements are constantly

being built and launched into orbit. � A GPS satellite weighs approximately 2,000 pounds and is about 17 feet

across with the solar panels extended. � Transmi er power is only 50 wa s or less.

W ’ S ?GPS satellites transmit two low power radio signals, designated L1 and L2. Civilian GPS uses the L1 frequency of 1575.42 MHz in the UHF band. The signals travel by line of sight, meaning they will pass through clouds, glass and plas c but will not go through most solid objects such as buildings and mountains.

H A GPS?Today’s GPS receivers are extremely accurate, thanks to their parallel mul -channel design. Garmin’s 12 parallel channel receivers are quick to lock onto satellites when fi rst turned on and they maintain strong locks, even in dense foliage or urban se ngs with tall buildings. Certain atmospheric factors and other sources of error can aff ect the accuracy of GPS receivers. Garmin® GPS receivers are accurate to within 15 meters on average.

GPS CONTINUED...T SThe 24 satellites that make up the GPS space segment are orbi ng the earth about 19,000 kilometres above us. They are constantly moving, making two complete orbits in less than 24 hours. These satellites are travelling at speeds exceeding 11,000 kilometres an hour.

GPS satellites are powered by solar energy. They have backup ba eries onboard to keep them running in the event of a solar eclipse, when there’s no solar power. Small rocket boosters on each satellite keep them fl ying in the correct path.

Here are some other interes ng facts about the GPS satellites (also called NAVSTAR, the offi cial U.S. Department of Defense name for GPS):

� The fi rst GPS satellite was launched in 1961. � A full constella on of 24 satellites was achieved in 1994. � Each satellite is built to last about 10 years. Replacements are constantly

being built and launched into orbit. � A GPS satellite weighs approximately 2,000 pounds and is about 17 feet

across with the solar panels extended. � Transmi er power is only 50 wa s or less.

W ’ S ?GPS satellites transmit two low power radio signals, designated L1 and L2. Civilian GPS uses the L1 frequency of 1575.42 MHz in the UHF band. The signals travel by line of sight, meaning they will pass through clouds, glass and plas c but will not go through most solid objects such as buildings and mountains.

H A GPS?Today’s GPS receivers are extremely accurate, thanks to their parallel mul -channel design. Garmin’s 12 parallel channel receivers are quick to lock onto satellites when fi rst turned on and they maintain strong locks, even in dense foliage or urban se ngs with tall buildings. Certain atmospheric factors and other sources of error can aff ect the accuracy of GPS receivers. Garmin® GPS receivers are accurate to within 15 meters on average.

GPS CONTINUED...

62 62

As in Knots the knot...not knot the speed....and most certainly not knots on a tree...

USEFUL KNOTSAs in Knots the knot...not knot the speed....and most certainly not knots on a tree...

USEFUL KNOTS

63 63

USEFUL KNOTS CONTINUED... USEFUL KNOTS CONTINUED...

65 65

T : � Expedi on Behaviour � Teamwork � Team Strength Type � Eff ec ve Communica on � Feedback � Resolving Confl ict � Stress Management � Developing Judgment � Teaching Styles � Teaching Lessons � Group Development and Dynamics � Leadership � KIC Leader Checklists

LEADERSHIP, TEACHING AND GROUP DYNAMICS

LESSON RESOURCEST :

� Expedi on Behaviour � Teamwork � Team Strength Type � Eff ec ve Communica on � Feedback � Resolving Confl ict � Stress Management � Developing Judgment � Teaching Styles � Teaching Lessons � Group Development and Dynamics � Leadership � KIC Leader Checklists

LEADERSHIP, TEACHING AND GROUP DYNAMICS

LESSON RESOURCES

66 66

NOLS Wilderness Guide

Simply, poor expedi on behavior is a breakdown in human rela ons caused by selfi shness, ra onaliza on, ignorance of personal faults, dodging blame or responsibility, physical weakness, and in extreme cases, not being able to risk one’s own survival to insure that of a companion.We’re not talking about liking each other, but simply ge ng along and working coopera vely.

There are lots of words and terms to describe the human interac ons on an outdoor expedi on: process skills, so skills, people skills, etc.Expedi ons with moderate talent but good expedi on behavior can achieve greater things than bilious expedi ons with all the talent in the world. Perhaps the fi rst tenet of good expedi on behavior is that individuals’ basic needs must be met before they can be expected to func on at a high level and work well with the group. The basic human needs are food, water, shelter, and a feeling of security. Expedi on behavior requires fl exibility, courtesy and politeness, self-awareness, (self-awareness comes from refl ec on and the humility to admit and change your imperfec ons.) The concept of team and teamwork on outdoor expedi ons should be reinforced here. We don’t do it alone out there unless we’re traveling solo. In the backcountry, a group of disparate personali es, bodies of diff erent sizes and shapes, varying hopes, fears, and feeling of security. In other words, be sure that what might seem an a tude problem with one of your teammates isn’t just a ma er of fa gue, dehydra on, hunger, or fear. A er the basic needs of the human organism are met, good expedi on behavior springs from all the most decent of human traits: respec ulness, fl exibility, tolerance of others, courtesy, politeness, direct communica on, self- awareness, open heartedness, teamwork, sharing, and selfl essness.

That’s quite a laundry list of traits, but what they describe is really just simple decency along with though ulness. The success, health, and morale of the team ma er so much on expedi ons that pu ng the group before your own needs and ac ng selfl essly is a way to ensure the success of the trip.

EXPEDITION BEHAVIORNOLS Wilderness Guide

Simply, poor expedi on behavior is a breakdown in human rela ons caused by selfi shness, ra onaliza on, ignorance of personal faults, dodging blame or responsibility, physical weakness, and in extreme cases, not being able to risk one’s own survival to insure that of a companion.We’re not talking about liking each other, but simply ge ng along and working coopera vely.

There are lots of words and terms to describe the human interac ons on an outdoor expedi on: process skills, so skills, people skills, etc.Expedi ons with moderate talent but good expedi on behavior can achieve greater things than bilious expedi ons with all the talent in the world. Perhaps the fi rst tenet of good expedi on behavior is that individuals’ basic needs must be met before they can be expected to func on at a high level and work well with the group. The basic human needs are food, water, shelter, and a feeling of security. Expedi on behavior requires fl exibility, courtesy and politeness, self-awareness, (self-awareness comes from refl ec on and the humility to admit and change your imperfec ons.) The concept of team and teamwork on outdoor expedi ons should be reinforced here. We don’t do it alone out there unless we’re traveling solo. In the backcountry, a group of disparate personali es, bodies of diff erent sizes and shapes, varying hopes, fears, and feeling of security. In other words, be sure that what might seem an a tude problem with one of your teammates isn’t just a ma er of fa gue, dehydra on, hunger, or fear. A er the basic needs of the human organism are met, good expedi on behavior springs from all the most decent of human traits: respec ulness, fl exibility, tolerance of others, courtesy, politeness, direct communica on, self- awareness, open heartedness, teamwork, sharing, and selfl essness.

That’s quite a laundry list of traits, but what they describe is really just simple decency along with though ulness. The success, health, and morale of the team ma er so much on expedi ons that pu ng the group before your own needs and ac ng selfl essly is a way to ensure the success of the trip.

EXPEDITION BEHAVIOR

67 67

A team is “a small number of people with complementary skills who are commi ed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable.

Working through a problem to fi nd a solu on that everyone can live with . . .

T T C’

� C : to fi nding an answer.

� C : working together for a common benefi t.

� C : being fl exible. Each person giving a li le to reach the fi nal solu on.

T T R’

� R : showing you value yourself and others

� R : not viola ng the rights of others

� R : taking responsibility for your ac on, not blaming the other person.

TEAM WORKA team is “a small number of people with complementary skills who are commi ed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable.

Working through a problem to fi nd a solu on that everyone can live with . . .

T T C’

� C : to fi nding an answer.

� C : working together for a common benefi t.

� C : being fl exible. Each person giving a li le to reach the fi nal solu on.

T T R’

� R : showing you value yourself and others

� R : not viola ng the rights of others

� R : taking responsibility for your ac on, not blaming the other person.

TEAM WORK

68 68

Rate your preference for A & B by giving a score from 0-5 (0 low, 5 high). Make sure that scores for a & b add up to 5 (i.e. 0 & 5 or 2 & 3). Rate quickly based on the way you feel now.

I PREFER:1A___making decisions a er fi nding out what others think.1B___making decisions without checking with others.

2A___using facts and analysis to make decisions about people at my work.2B___using feelings and an understanding of people’s expecta ons to make decisions about people at my work.

3A___quiet, though ul me alone.3B___ac ve energe c me with people.

4A___making conclusions based on unemo onal logic and careful analysis.4B___making conclusions based on what I feel and believe about people from past experiences.

5A___talking awhile and then thinking to myself about the subject.5B___talking freely for an extended period and thinking to myself at a later me.

6A___being thought of as a thinking person.6B___being thought of as a feeling person.

7A___inner thoughts and feelings others cannot see.7B___ac vi es and events in which others join.

8A___helping others make logical decisions.8B___helping others explore their feelings.

9A___communica ng li le of my inner thoughts and feelings9B___communica ng freely my inner thoughts and feelings

10A__using data, analysis, and reasons to make decisions10B__using common sense and beliefs to make decisions.

TEAM STRENGTH TYPERate your preference for A & B by giving a score from 0-5 (0 low, 5 high). Make sure that scores for a & b add up to 5 (i.e. 0 & 5 or 2 & 3). Rate quickly based on the way you feel now.

I PREFER:1A___making decisions a er fi nding out what others think.1B___making decisions without checking with others.

2A___using facts and analysis to make decisions about people at my work.2B___using feelings and an understanding of people’s expecta ons to make decisions about people at my work.

3A___quiet, though ul me alone.3B___ac ve energe c me with people.

4A___making conclusions based on unemo onal logic and careful analysis.4B___making conclusions based on what I feel and believe about people from past experiences.

5A___talking awhile and then thinking to myself about the subject.5B___talking freely for an extended period and thinking to myself at a later me.

6A___being thought of as a thinking person.6B___being thought of as a feeling person.

7A___inner thoughts and feelings others cannot see.7B___ac vi es and events in which others join.

8A___helping others make logical decisions.8B___helping others explore their feelings.

9A___communica ng li le of my inner thoughts and feelings9B___communica ng freely my inner thoughts and feelings

10A__using data, analysis, and reasons to make decisions10B__using common sense and beliefs to make decisions.

TEAM STRENGTH TYPE

69 69

11A__being alone or with one person I know well11B__mee ng new people

12A__conclusions that can be proved with facts12B__beliefs and opinions

13A__puzzling out issues in my mind, then sharing the results with another person.13B__discussing a new, diff erent issue at length in a group

14A__dealing with logical people 14B__dealing with feeling people

15A__being reserved15B__being the centre of a en on

16A__using my ability to analyze situa ons16B__experiencing discussions, movies and / or emo onal situa ons to develop my thoughts about situa ons.

11A__being alone or with one person I know well11B__mee ng new people

12A__conclusions that can be proved with facts12B__beliefs and opinions

13A__puzzling out issues in my mind, then sharing the results with another person.13B__discussing a new, diff erent issue at length in a group

14A__dealing with logical people 14B__dealing with feeling people

15A__being reserved15B__being the centre of a en on

16A__using my ability to analyze situa ons16B__experiencing discussions, movies and / or emo onal situa ons to develop my thoughts about situa ons.

70 70

T .Column 1 Column 2 Column 3 Column 4

1A 1B 2A 2B3A 3B 4A 4B5A 5B 6A 6B7A 7B 8A 8B9A 9B 10A 10B11A 11B 12A 12B13A 13B 14A 14B15A 15B 16A 16BTotal Total Total Total

Take your for each column and put a dot on the line for that column. Connect the dots so you get a diamond shape. The shape placement of your diamond will show you your strength in each area.

Column 1

F

35

30

25

20

15

Colu

mn

2

D

10

W

Colu

mn

45

35 30 25 20 15 10 5 5 10 15 20 25 30 35

5

10

15

20

25

30

35

T

Column 3

TEAM STRENGTH TYPET .

Column 1 Column 2 Column 3 Column 4

1A 1B 2A 2B3A 3B 4A 4B5A 5B 6A 6B7A 7B 8A 8B9A 9B 10A 10B11A 11B 12A 12B13A 13B 14A 14B15A 15B 16A 16BTotal Total Total Total

Take your for each column and put a dot on the line for that column. Connect the dots so you get a diamond shape. The shape placement of your diamond will show you your strength in each area.

Column 1

F

35

30

25

20

15

Colu

mn

2

D

10

W

Colu

mn

45

35 30 25 20 15 10 5 5 10 15 20 25 30 35

5

10

15

20

25

30

35

T

Column 3

TEAM STRENGTH TYPE

71 71

by Phil Rich, Ed.D., MSW

Communica on involves almost every aspect of our interac ons with others; for this reason, communica on and rela onships are inseparably connected. You can’t have a rela onship with someone without communica ng with them.Communica on involves how we express our thoughts, ideas, and feelings to others, including what we say and how we say it. But when we communicate with others, we also communicate a tudes, values, priori es, and beliefs. No ma er what we actually say to other people in words, we also send messages about what we think of them, what we think of ourselves, and whether or not we’re being sincere and genuine in what we say. Our non-verbal communica on -- those things we don’t say with words, but with our gestures, our facial expressions, and our a tude -- speak volumes.

T W TWhat we say and do, and how we say and do it, directly shapes how people experience us. In fact, many mes, the opinions people form about us are based on the way we communicate. It also directly infl uences how they communicate in return. In other words, communica on is a two-way street.

C I T R WCommunica on can be clear or vague, open or guarded, honest or dishonest -- it can even be spoken or non-spoken -- but there is no such thing as “non” communica on. In fact, virtually everything we do in the company of others communicates something. Our body language, facial expressions, tone of voice, and level of interest (or disinterest) communicate something to the percep ve observer.Because our ideas and interests are transmi ed to other people through the way we communicate, we’re more apt to get our needs met if we are eff ec ve communicators. The problem is that o en we think we’re communica ng one thing but are actually communica ng something quite diff erent, or we’re communica ng so poorly that no one quite understands what is we’re trying to say.

EFFECTIVE COMMUNICATION AND HEALTHY RELATIONSHIPS

by Phil Rich, Ed.D., MSW

Communica on involves almost every aspect of our interac ons with others; for this reason, communica on and rela onships are inseparably connected. You can’t have a rela onship with someone without communica ng with them.Communica on involves how we express our thoughts, ideas, and feelings to others, including what we say and how we say it. But when we communicate with others, we also communicate a tudes, values, priori es, and beliefs. No ma er what we actually say to other people in words, we also send messages about what we think of them, what we think of ourselves, and whether or not we’re being sincere and genuine in what we say. Our non-verbal communica on -- those things we don’t say with words, but with our gestures, our facial expressions, and our a tude -- speak volumes.

T W TWhat we say and do, and how we say and do it, directly shapes how people experience us. In fact, many mes, the opinions people form about us are based on the way we communicate. It also directly infl uences how they communicate in return. In other words, communica on is a two-way street.

C I T R WCommunica on can be clear or vague, open or guarded, honest or dishonest -- it can even be spoken or non-spoken -- but there is no such thing as “non” communica on. In fact, virtually everything we do in the company of others communicates something. Our body language, facial expressions, tone of voice, and level of interest (or disinterest) communicate something to the percep ve observer.Because our ideas and interests are transmi ed to other people through the way we communicate, we’re more apt to get our needs met if we are eff ec ve communicators. The problem is that o en we think we’re communica ng one thing but are actually communica ng something quite diff erent, or we’re communica ng so poorly that no one quite understands what is we’re trying to say.

EFFECTIVE COMMUNICATION AND HEALTHY RELATIONSHIPS

72 72

I CIneff ec ve communica on is characterized by one or more the following elements:

� Indirect (doesn’t get to the point, never clearly states purpose/inten on) � Passive ( mid and reserved) � Antagonis c (angry, aggressive, or hos le tone) � Cryp c (underlying message or purpose is obscured and requires

interpreta on) � Hidden (true agenda is never stated directly)

O W (M T T L ) � Non-verbal (meaning is communicated through body language and

behaviors, not words) � Unresponsive (li le interest in the perspec ve or needs of the other

person) � Off base (responses and needs of the other person are misunderstood and

misinterpreted) � Dishonest (dishonest statements are subs tuted for true feelings,

thoughts, and needs)

I CIneff ec ve communica on is characterized by one or more the following elements:

� Indirect (doesn’t get to the point, never clearly states purpose/inten on) � Passive ( mid and reserved) � Antagonis c (angry, aggressive, or hos le tone) � Cryp c (underlying message or purpose is obscured and requires

interpreta on) � Hidden (true agenda is never stated directly)

O W (M T T L ) � Non-verbal (meaning is communicated through body language and

behaviors, not words) � Unresponsive (li le interest in the perspec ve or needs of the other

person) � Off base (responses and needs of the other person are misunderstood and

misinterpreted) � Dishonest (dishonest statements are subs tuted for true feelings,

thoughts, and needs)

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E C � On the other hand, eff ec ve communica on is: � Direct (to-the-point, leaving no doubt as to meaning or purpose) � Asser ve (not afraid to state what is wanted or why) � Congenial (aff able and friendly) � Clear (underlying issues are clear) � Open (no inten onally hidden messages or meaning) � Verbal (words are used to clearly express ideas) � Two way (equal amounts of talking and listening) � Responsive (a en on paid to the needs and perspec ve of the other

person) � On Track (correctly interprets responses and need of the other person) � Honest (true feelings, thoughts, and needs are stated) � Communica on in Important Rela onships � Eff ec ve communica on is essen al in day-to-day life, and especially so in

important rela onships. � Put a premium on openness. Find ways to be honest, express your

feelings, and share ideas. � Share your problems. Sharing the good mes and the bad mes is

important in rela onships, and serves to deepen and strengthen rela onships and communica on within them.

� Share your daily life. Share those things in your life that are mildly interes ng, funny, sad, or aff ect you in some way. Find a way to connect with others, sharing your life with them and allowing them to share their lives with you.

� Avoid verbally bruising other people. Refrain from insults, put-downs, and expressions of disgust, and avoid generaliza ons which are not only stereotypes, but o en hurt.

� Boost self-esteem, don’t crush it. When it comes to rela onship building, naming someone’s defi ciencies or failures is rarely as eff ec ve as praise. Focus on each other’s posi ve traits. Find something good to say, catch each other doing something right, and help build self confi dence and self esteem.

� Clear (underlying issues are clear) � Open (no inten onally hidden messages or meaning) � Verbal (words are used to clearly express ideas)

E C � On the other hand, eff ec ve communica on is: � Direct (to-the-point, leaving no doubt as to meaning or purpose) � Asser ve (not afraid to state what is wanted or why) � Congenial (aff able and friendly) � Clear (underlying issues are clear) � Open (no inten onally hidden messages or meaning) � Verbal (words are used to clearly express ideas) � Two way (equal amounts of talking and listening) � Responsive (a en on paid to the needs and perspec ve of the other

person) � On Track (correctly interprets responses and need of the other person) � Honest (true feelings, thoughts, and needs are stated) � Communica on in Important Rela onships � Eff ec ve communica on is essen al in day-to-day life, and especially so in

important rela onships. � Put a premium on openness. Find ways to be honest, express your

feelings, and share ideas. � Share your problems. Sharing the good mes and the bad mes is

important in rela onships, and serves to deepen and strengthen rela onships and communica on within them.

� Share your daily life. Share those things in your life that are mildly interes ng, funny, sad, or aff ect you in some way. Find a way to connect with others, sharing your life with them and allowing them to share their lives with you.

� Avoid verbally bruising other people. Refrain from insults, put-downs, and expressions of disgust, and avoid generaliza ons which are not only stereotypes, but o en hurt.

� Boost self-esteem, don’t crush it. When it comes to rela onship building, naming someone’s defi ciencies or failures is rarely as eff ec ve as praise. Focus on each other’s posi ve traits. Find something good to say, catch each other doing something right, and help build self confi dence and self esteem.

� Clear (underlying issues are clear) � Open (no inten onally hidden messages or meaning) � Verbal (words are used to clearly express ideas)

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How does the idea of giving or receiving feedback make you feel? Most people feel pre y nervous; they are afraid that they will either hurt other people’s feelings, or be hurt themselves.

Learning to give and receive personal feedback is an invaluable skill that is essen al for any successful leader.

P G S F : � Provide both posi ve and construc ve feedback � Be specifi c � Address the behaviour, not the person � Be mely - As soon as possible, At an appropriate me � Provide a “How to Fix” ac on plan � Stop the process if either person becomes unable to handle it. Make plans

to con nue later.

P R F : � Keep an open mind � Ask for clarifi ca on � Remember that you are not personally being a acked � Ask for a me out if needed

FEEDBACKHow does the idea of giving or receiving feedback make you feel? Most people feel pre y nervous; they are afraid that they will either hurt other people’s feelings, or be hurt themselves.

Learning to give and receive personal feedback is an invaluable skill that is essen al for any successful leader.

P G S F : � Provide both posi ve and construc ve feedback � Be specifi c � Address the behaviour, not the person � Be mely - As soon as possible, At an appropriate me � Provide a “How to Fix” ac on plan � Stop the process if either person becomes unable to handle it. Make plans

to con nue later.

P R F : � Keep an open mind � Ask for clarifi ca on � Remember that you are not personally being a acked � Ask for a me out if needed

FEEDBACK

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� Remember: you’re in charge of how you respond, no ma er what the provoca on.

� Be aware of preformed judgments � Understand that the real issues driving any confl ict are rarely the obvious

ones. � The key to success in dealing with confl ict is to build trust. � If you sense there are diffi cult people along, go out of your way early to

open dialogues and take ac ons to build trust. � If confl ict starts, take advantage of whatever trust you’ve built to calmly

and carefully look for easy fi xes. But don’t shove important issues under the rug to avoid a confl ict.

� If easy fi xes aren’t possible, make sure both sides know what they’re fi gh ng about.

� Begin exploring for common ground, then build on it. � Create a vision of success.

W T D � Use “I” messages � Have eye contact � State problems in calm voices � Listen to what the other is saying � Be willing to compromise � Find a good me and place to talk � Be willing to say you are sorry if you need to � Walk away from violent or dangerous situa ons � Be willing to try out the solu on and start over if it does not work

CONFLICT RESOLUTION � Remember: you’re in charge of how you respond, no ma er what the

provoca on. � Be aware of preformed judgments � Understand that the real issues driving any confl ict are rarely the obvious

ones. � The key to success in dealing with confl ict is to build trust. � If you sense there are diffi cult people along, go out of your way early to

open dialogues and take ac ons to build trust. � If confl ict starts, take advantage of whatever trust you’ve built to calmly

and carefully look for easy fi xes. But don’t shove important issues under the rug to avoid a confl ict.

� If easy fi xes aren’t possible, make sure both sides know what they’re fi gh ng about.

� Begin exploring for common ground, then build on it. � Create a vision of success.

W T D � Use “I” messages � Have eye contact � State problems in calm voices � Listen to what the other is saying � Be willing to compromise � Find a good me and place to talk � Be willing to say you are sorry if you need to � Walk away from violent or dangerous situa ons � Be willing to try out the solu on and start over if it does not work

CONFLICT RESOLUTION

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S 1Person #1: of the story

� State only the Facts � Describe WHAT happened...NOT WHY it happened � Use “I” statements � Be respec ul

Person #2:

� Ask ques ons to clarify � When the person is fi nished, repeat what you heard � Please DO NOT change, or add anything

S 2: 1 with roles reversed

S 3:Mediator

S 4:Everyone expresses (take turns)

� What did/do you feel? � How would you rather feel? � What are your needs? Hopes?

S 5:How can we this problem?

S 6:Select a / solu on

S 7: Agree on a - plan

STEPS TO RESOLVING CONFLICTS 1Person #1: of the story

� State only the Facts � Describe WHAT happened...NOT WHY it happened � Use “I” statements � Be respec ul

Person #2:

� Ask ques ons to clarify � When the person is fi nished, repeat what you heard � Please DO NOT change, or add anything

S 2: 1 with roles reversed

S 3:Mediator

S 4:Everyone expresses (take turns)

� What did/do you feel? � How would you rather feel? � What are your needs? Hopes?

S 5:How can we this problem?

S 6:Select a / solu on

S 7: Agree on a - plan

STEPS TO RESOLVING CONFLICT

77 77

VISUALIZING CONFLICT

T C C

D C

Response

Confl ict

Reinforce Beliefs

Consequences

Possible to break this cycle

Change and Growth

Accommoda ng Collabora on

Compromise

Avoid Confl ict Compe on

Goals

Ideal

Relationship

VISUALIZING CONFLICT

T C C

D C

Response

Confl ict

Reinforce Beliefs

Consequences

Possible to break this cycle

Change and Growth

Accommoda ng Collabora on

Compromise

Avoid Confl ict Compe on

Goals

Ideal

Relationship

78 78

Stress can impact every element of your life. Including but not limited to social life (family, friends and rela onships), academic achievements, professional achievements, physical and emo onal well-being.

Unfortunately, there really is not a way to escape stress (even leaving on a 30-day kayaking trip). So because of this, it is important to be able to recognize stress and learn how to properly manage it.

H T R , P , A C W SIt may seem that there’s nothing you can do about your stress level. The bills aren’t going to stop coming, there will never be more hours in the day for all your errands, and your career or family responsibili es will always be demanding. But you have a lot more control than you might think. In fact, the simple realiza on that you’re in control of your life is the founda on of stress management.

Managing stress is all about taking charge: taking charge of your thoughts, your emo ons, your schedule, your environment, and the way you deal with problems. The ul mate goal is a balanced life, with me for work, rela onships, relaxa on, and fun – plus the resilience to hold up under pressure and meet challenges head on.

� Iden fy sources of stress � Look at how you cope with stress � Avoid unnecessary stress � Alter the situa on � Adapt to the stressor � Accept the things you can’t change � Make me for fun and relaxa on � Adopt a healthy lifestyle � Related links

I T S O S I Y LStress management starts with iden fying the sources of stress in your life. This isn’t as easy as it sounds. Your true sources of stress aren’t always obvious, and it’s all too easy to overlook your own stress-inducing thoughts, feelings, and behaviors. Sure, you may know that you’re constantly worried about work deadlines. But maybe it’s your procras na on, rather than the actual job demands, that leads to deadline stress.

STRESS MANAGEMENTStress can impact every element of your life. Including but not limited to social life (family, friends and rela onships), academic achievements, professional achievements, physical and emo onal well-being.

Unfortunately, there really is not a way to escape stress (even leaving on a 30-day kayaking trip). So because of this, it is important to be able to recognize stress and learn how to properly manage it.

H T R , P , A C W SIt may seem that there’s nothing you can do about your stress level. The bills aren’t going to stop coming, there will never be more hours in the day for all your errands, and your career or family responsibili es will always be demanding. But you have a lot more control than you might think. In fact, the simple realiza on that you’re in control of your life is the founda on of stress management.

Managing stress is all about taking charge: taking charge of your thoughts, your emo ons, your schedule, your environment, and the way you deal with problems. The ul mate goal is a balanced life, with me for work, rela onships, relaxa on, and fun – plus the resilience to hold up under pressure and meet challenges head on.

� Iden fy sources of stress � Look at how you cope with stress � Avoid unnecessary stress � Alter the situa on � Adapt to the stressor � Accept the things you can’t change � Make me for fun and relaxa on � Adopt a healthy lifestyle � Related links

I T S O S I Y LStress management starts with iden fying the sources of stress in your life. This isn’t as easy as it sounds. Your true sources of stress aren’t always obvious, and it’s all too easy to overlook your own stress-inducing thoughts, feelings, and behaviors. Sure, you may know that you’re constantly worried about work deadlines. But maybe it’s your procras na on, rather than the actual job demands, that leads to deadline stress.

STRESS MANAGEMENT

79 79

To iden fy your true sources of stress, look closely at your habits, a tude, and excuses:

� Do you explain away stress as temporary (“I just have a million things going on right now”) even though you can’t remember the last me you took a breather?

� Do you defi ne stress as an integral part of your work or home life (“Things are always crazy around here”) or as a part of your personality (“I have a lot of nervous energy, that’s all”).

� Do you blame your stress on other people or outside events, or view it as en rely normal and unexcep onal?

� Un l you accept responsibility for the role you play in crea ng or maintaining it, your stress level will remain outside your control.

S A S JA stress journal can help you iden fy the regular stressors in your life and the way you deal with them. Each me you feel stressed, keep track of it in your journal. As you keep a daily log, you will begin to see pa erns and common themes. Write down:

� What caused your stress (make a guess if you’re unsure). � How you felt, both physically and emo onally. � How you acted in response. � What you did to make yourself feel be er.

L A H Y C C W SThink about the ways you currently manage and cope with stress in your life. Your stress journal can help you iden fy them. Are your coping strategies healthy or unhealthy, helpful or unproduc ve? Unfortunately, many people cope with stress in ways that compound the problem.

To iden fy your true sources of stress, look closely at your habits, a tude, and excuses:

� Do you explain away stress as temporary (“I just have a million things going on right now”) even though you can’t remember the last me you took a breather?

� Do you defi ne stress as an integral part of your work or home life (“Things are always crazy around here”) or as a part of your personality (“I have a lot of nervous energy, that’s all”).

� Do you blame your stress on other people or outside events, or view it as en rely normal and unexcep onal?

� Un l you accept responsibility for the role you play in crea ng or maintaining it, your stress level will remain outside your control.

S A S JA stress journal can help you iden fy the regular stressors in your life and the way you deal with them. Each me you feel stressed, keep track of it in your journal. As you keep a daily log, you will begin to see pa erns and common themes. Write down:

� What caused your stress (make a guess if you’re unsure). � How you felt, both physically and emo onally. � How you acted in response. � What you did to make yourself feel be er.

L A H Y C C W SThink about the ways you currently manage and cope with stress in your life. Your stress journal can help you iden fy them. Are your coping strategies healthy or unhealthy, helpful or unproduc ve? Unfortunately, many people cope with stress in ways that compound the problem.

80 80

U W O C W SThese coping strategies may temporarily reduce stress, but they cause more damage in the long run:

� Smoking � Drinking too much � Overea ng or under ea ng � Zoning out for hours in front of the TV or computer � Withdrawing from friends, family, and ac vi es � Using pills or drugs to relax � Sleeping too much � Procras na ng � Filling up every minute of the day to avoid facing problems � Taking out your stress on others (lashing out, angry outbursts, physical

violence)

L H W T M SIf your methods of coping with stress aren’t contribu ng to your greater emo onal and physical health, it’s me to fi nd healthier ones. There are many healthy ways to manage and cope with stress, but they all require change. You can either change the situa on or change your reac on. When deciding which op on to choose, it’s helpful to think of the four A’s: avoid, alter, adapt, or accept. Since everyone has a unique response to stress, there is no “one size fi ts all” solu on to managing it. No single method works for everyone or in every situa on, so experiment with diff erent techniques and strategies. Focus on what makes you feel calm and in control.

D W S S : T F A’Change the situa on:

� A the stressor. � A the stressor.

Change your reac on: � A to the stressor. � A the stressor.

U W O C W SThese coping strategies may temporarily reduce stress, but they cause more damage in the long run:

� Smoking � Drinking too much � Overea ng or under ea ng � Zoning out for hours in front of the TV or computer � Withdrawing from friends, family, and ac vi es � Using pills or drugs to relax � Sleeping too much � Procras na ng � Filling up every minute of the day to avoid facing problems � Taking out your stress on others (lashing out, angry outbursts, physical

violence)

L H W T M SIf your methods of coping with stress aren’t contribu ng to your greater emo onal and physical health, it’s me to fi nd healthier ones. There are many healthy ways to manage and cope with stress, but they all require change. You can either change the situa on or change your reac on. When deciding which op on to choose, it’s helpful to think of the four A’s: avoid, alter, adapt, or accept. Since everyone has a unique response to stress, there is no “one size fi ts all” solu on to managing it. No single method works for everyone or in every situa on, so experiment with diff erent techniques and strategies. Focus on what makes you feel calm and in control.

D W S S : T F A’Change the situa on:

� A the stressor. � A the stressor.

Change your reac on: � A to the stressor. � A the stressor.

81 81

S #1: A U SNot all stress can be avoided, and it’s not healthy to avoid a situa on that needs to be addressed. You may be surprised, however, by the number of stressors in your life that you can eliminate.

� Learn how to say “no” – Know your limits and s ck to them. Whether in your personal or professional life, refuse to accept added responsibili es when you’re close to reaching them. Taking on more than you can handle is a surefi re recipe for stress.

� Avoid people who stress you out – If someone consistently causes stress in your life and you can’t turn the rela onship around, limit the amount of me you spend with that person or end the rela onship en rely.

� Take control of your environment – If the evening news makes you anxious, turn the TV off . If traffi c’s got you tense, take a longer but less-traveled route.

� Avoid hot-bu on topics – If you get upset over religion or poli cs, cross them off your conversa on list. If you repeatedly argue about the same subject with the same people, stop bringing it up or excuse yourself when it’s the topic of discussion.

� Pare down your to-do list – Analyze your schedule, responsibili es, and daily tasks. If you’ve got too much on your plate, dis nguish between the “shoulds” and the “musts.” Drop tasks that aren’t truly necessary to the bo om of the list or eliminate them en rely.

S #2: A T SIf you can’t avoid a stressful situa on, try to alter it. Figure out what you can do to change things so the problem doesn’t present itself in the future. O en, this involves changing the way you communicate and operate in your daily life.

� Express your feelings instead of bo ling them up. If something or someone is bothering you, communicate your concerns in an open and respec ul way. If you don’t voice your feelings, resentment will build and the situa on will likely remain the same.

� Be willing to compromise. When you ask someone to change their behaviour, be willing to do the same.

� Be more asser ve. Deal with problems head on. If you’ve got an exam to study for and your cha y roommate just got home, say up front that you only have fi ve minutes to talk.

� Manage your me be er. Poor me management can cause a lot of stress. If you plan ahead and make sure you don’t overextend yourself, you can alter the amount of stress you’re under.

S #1: A U SNot all stress can be avoided, and it’s not healthy to avoid a situa on that needs to be addressed. You may be surprised, however, by the number of stressors in your life that you can eliminate.

� Learn how to say “no” – Know your limits and s ck to them. Whether in your personal or professional life, refuse to accept added responsibili es when you’re close to reaching them. Taking on more than you can handle is a surefi re recipe for stress.

� Avoid people who stress you out – If someone consistently causes stress in your life and you can’t turn the rela onship around, limit the amount of me you spend with that person or end the rela onship en rely.

� Take control of your environment – If the evening news makes you anxious, turn the TV off . If traffi c’s got you tense, take a longer but less-traveled route.

� Avoid hot-bu on topics – If you get upset over religion or poli cs, cross them off your conversa on list. If you repeatedly argue about the same subject with the same people, stop bringing it up or excuse yourself when it’s the topic of discussion.

� Pare down your to-do list – Analyze your schedule, responsibili es, and daily tasks. If you’ve got too much on your plate, dis nguish between the “shoulds” and the “musts.” Drop tasks that aren’t truly necessary to the bo om of the list or eliminate them en rely.

S #2: A T SIf you can’t avoid a stressful situa on, try to alter it. Figure out what you can do to change things so the problem doesn’t present itself in the future. O en, this involves changing the way you communicate and operate in your daily life.

� Express your feelings instead of bo ling them up. If something or someone is bothering you, communicate your concerns in an open and respec ul way. If you don’t voice your feelings, resentment will build and the situa on will likely remain the same.

� Be willing to compromise. When you ask someone to change their behaviour, be willing to do the same.

� Be more asser ve. Deal with problems head on. If you’ve got an exam to study for and your cha y roommate just got home, say up front that you only have fi ve minutes to talk.

� Manage your me be er. Poor me management can cause a lot of stress. If you plan ahead and make sure you don’t overextend yourself, you can alter the amount of stress you’re under.

82 82

S #3: A T T SIf you can’t change the stressor, change yourself. You can adapt to stressful situa ons and regain your sense of control by changing your expecta ons and a tude.

� Reframe problems. Try to view stressful situa ons from a more posi ve perspec ve. Rather than fuming about a traffi c jam, look at it as an opportunity to pause and regroup, listen to your favorite radio sta on, or enjoy some alone me.

� Look at the big picture. Take perspec ve of the stressful situa on. Ask yourself how important it will be in the long run. Will it ma er in a month? A year? Is it really worth ge ng upset over? If the answer is no, focus your me and energy elsewhere.

� Adjust your standards. Perfec onism is a major source of avoidable stress. Stop se ng yourself up for failure by demanding perfec on. Set reasonable standards for yourself and others, and learn to be okay with “good enough.”

� Focus on the posi ve. When stress is ge ng you down, take a moment to refl ect on all the things you appreciate in your life, including your own posi ve quali es and gi s. This simple strategy can help you keep things in perspec ve.

� Adjus ng Your A tude. How you think can have a profound aff ect on your emo onal and physical well-being. Each me you think a nega ve thought about yourself, your body reacts as if it were in the throes of a tension-fi lled situa on. If you see good things about yourself, you are more likely to feel good; the reverse is also true. Eliminate words such as “always,” “never,” “should,” and “must.” These are telltale marks of self-defea ng thoughts.

S #4: A T T Y C ’ CSome sources of stress are unavoidable. You can’t prevent or change stressors such as the death of a loved one, a serious illness, or a na onal recession. In such cases, the best way to cope with stress is to accept things as they are. Acceptance may be diffi cult, but in the long run, it’s easier than railing against a situa on you can’t change.

� Don’t try to control the uncontrollable. Many things in life are beyond our control— par cularly the behavior of other people. Rather than stressing out over them, focus on the things you can control such as the way you choose to react to problems.

� Look for the upside. As the saying goes, “What doesn’t kill us makes us stronger.” When facing major challenges, try to look at them as opportuni es for personal growth. If your own poor choices contributed to a stressful situa on, refl ect on them and learn from your mistakes.

S #3: A T T SIf you can’t change the stressor, change yourself. You can adapt to stressful situa ons and regain your sense of control by changing your expecta ons and a tude.

� Reframe problems. Try to view stressful situa ons from a more posi ve perspec ve. Rather than fuming about a traffi c jam, look at it as an opportunity to pause and regroup, listen to your favorite radio sta on, or enjoy some alone me.

� Look at the big picture. Take perspec ve of the stressful situa on. Ask yourself how important it will be in the long run. Will it ma er in a month? A year? Is it really worth ge ng upset over? If the answer is no, focus your me and energy elsewhere.

� Adjust your standards. Perfec onism is a major source of avoidable stress. Stop se ng yourself up for failure by demanding perfec on. Set reasonable standards for yourself and others, and learn to be okay with “good enough.”

� Focus on the posi ve. When stress is ge ng you down, take a moment to refl ect on all the things you appreciate in your life, including your own posi ve quali es and gi s. This simple strategy can help you keep things in perspec ve.

� Adjus ng Your A tude. How you think can have a profound aff ect on your emo onal and physical well-being. Each me you think a nega ve thought about yourself, your body reacts as if it were in the throes of a tension-fi lled situa on. If you see good things about yourself, you are more likely to feel good; the reverse is also true. Eliminate words such as “always,” “never,” “should,” and “must.” These are telltale marks of self-defea ng thoughts.

S #4: A T T Y C ’ CSome sources of stress are unavoidable. You can’t prevent or change stressors such as the death of a loved one, a serious illness, or a na onal recession. In such cases, the best way to cope with stress is to accept things as they are. Acceptance may be diffi cult, but in the long run, it’s easier than railing against a situa on you can’t change.

� Don’t try to control the uncontrollable. Many things in life are beyond our control— par cularly the behavior of other people. Rather than stressing out over them, focus on the things you can control such as the way you choose to react to problems.

� Look for the upside. As the saying goes, “What doesn’t kill us makes us stronger.” When facing major challenges, try to look at them as opportuni es for personal growth. If your own poor choices contributed to a stressful situa on, refl ect on them and learn from your mistakes.

83 83

� Share your feelings. Talk to a trusted friend or make an appointment with a therapist. Expressing what you’re going through can be very cathar c, even if there’s nothing you can do to alter the stressful situa on.

� Learn to forgive. Accept the fact that we live in an imperfect world and that people make mistakes. Let go of anger and resentments. Free yourself from nega ve energy by forgiving and moving on.

S #5: M T F F A RBeyond a take-charge approach and a posi ve a tude, you can reduce stress in your life by nurturing yourself. If you regularly make me for fun and relaxa on, you’ll be in a be er place to handle life’s stressors when they inevitably come.

H W T R A R � Go for a walk. � Spend me in nature. � Call a good friend. � Sweat out tension with a good workout. � Write in your journal. � Take a long bath. � Savor a warm cup of coff ee or tea. � Play with a pet. � Get a massage. � Curl up with a good book. � Listen to music. � Watch a comedy

What are your healthy ways to relax and recharge?

L R RYou can control your stress levels with relaxa on techniques that evoke the body’s relaxa on response, a state of res ulness that is the opposite of the stress response. Regularly prac cing these techniques will build your physical and emo onal resilience, heal your body, and boost your overall feelings of joy and equanimity.

� Share your feelings. Talk to a trusted friend or make an appointment with a therapist. Expressing what you’re going through can be very cathar c, even if there’s nothing you can do to alter the stressful situa on.

� Learn to forgive. Accept the fact that we live in an imperfect world and that people make mistakes. Let go of anger and resentments. Free yourself from nega ve energy by forgiving and moving on.

S #5: M T F F A RBeyond a take-charge approach and a posi ve a tude, you can reduce stress in your life by nurturing yourself. If you regularly make me for fun and relaxa on, you’ll be in a be er place to handle life’s stressors when they inevitably come.

H W T R A R � Go for a walk. � Spend me in nature. � Call a good friend. � Sweat out tension with a good workout. � Write in your journal. � Take a long bath. � Savor a warm cup of coff ee or tea. � Play with a pet. � Get a massage. � Curl up with a good book. � Listen to music. � Watch a comedy

What are your healthy ways to relax and recharge?

L R RYou can control your stress levels with relaxa on techniques that evoke the body’s relaxa on response, a state of res ulness that is the opposite of the stress response. Regularly prac cing these techniques will build your physical and emo onal resilience, heal your body, and boost your overall feelings of joy and equanimity.

84 84

G C � Don’t get so caught up in the hustle and bustle of life that you forget

to take care of your own needs. Nurturing yourself is a necessity, not a luxury.

� Set aside relaxa on me. Include rest and relaxa on in your daily schedule. Don’t allow other obliga ons to encroach. This is your me to take a break from all responsibili es and recharge your ba eries.

� Connect with others. Spend me with posi ve people who enhance your life. A strong support system will buff er you from the nega ve eff ects of stress.

� Do something you enjoy every day. Make me for leisure ac vi es that bring you joy, whether it be stargazing, playing the piano, or working on your bike.

� Keep your sense of humor. This includes the ability to laugh at yourself. The act of laughing helps your body fi ght stress in a number of ways.

S #6: A A H L � You can increase your resistance to stress by strengthening your physical

health. � Exercise regularly. Physical ac vity plays a key role in reducing and

preven ng the eff ects of stress. Make me for at least 30 minutes of exercise, three mes per week. Nothing beats aerobic exercise for releasing pent-up stress and tension.

� Eat a healthy diet. Well-nourished bodies are be er prepared to cope with stress; so be mindful of what you eat. Start your day right with breakfast, and keep your energy up and your mind clear with balanced, nutri ous meals throughout the day.

� Reduce caff eine and sugar. The temporary “highs” caff eine and sugar provide o en end in with a crash in mood and energy. By reducing the amount of coff ee, so drinks, chocolate, and sugar snacks in your diet, you’ll feel more relaxed and you’ll sleep be er.

� Avoid alcohol, cigare es, and drugs. Self-medica ng with alcohol or drugs may provide an easy escape from stress, but the relief is only temporary. Don’t avoid or mask the issue at hand; deal with problems head on and with a clear mind.

� Get enough sleep. Adequate sleep fuels your mind, as well as your body. Feeling red will increase your stress because it may cause you to think irra onally.

G C � Don’t get so caught up in the hustle and bustle of life that you forget

to take care of your own needs. Nurturing yourself is a necessity, not a luxury.

� Set aside relaxa on me. Include rest and relaxa on in your daily schedule. Don’t allow other obliga ons to encroach. This is your me to take a break from all responsibili es and recharge your ba eries.

� Connect with others. Spend me with posi ve people who enhance your life. A strong support system will buff er you from the nega ve eff ects of stress.

� Do something you enjoy every day. Make me for leisure ac vi es that bring you joy, whether it be stargazing, playing the piano, or working on your bike.

� Keep your sense of humor. This includes the ability to laugh at yourself. The act of laughing helps your body fi ght stress in a number of ways.

S #6: A A H L � You can increase your resistance to stress by strengthening your physical

health. � Exercise regularly. Physical ac vity plays a key role in reducing and

preven ng the eff ects of stress. Make me for at least 30 minutes of exercise, three mes per week. Nothing beats aerobic exercise for releasing pent-up stress and tension.

� Eat a healthy diet. Well-nourished bodies are be er prepared to cope with stress; so be mindful of what you eat. Start your day right with breakfast, and keep your energy up and your mind clear with balanced, nutri ous meals throughout the day.

� Reduce caff eine and sugar. The temporary “highs” caff eine and sugar provide o en end in with a crash in mood and energy. By reducing the amount of coff ee, so drinks, chocolate, and sugar snacks in your diet, you’ll feel more relaxed and you’ll sleep be er.

� Avoid alcohol, cigare es, and drugs. Self-medica ng with alcohol or drugs may provide an easy escape from stress, but the relief is only temporary. Don’t avoid or mask the issue at hand; deal with problems head on and with a clear mind.

� Get enough sleep. Adequate sleep fuels your mind, as well as your body. Feeling red will increase your stress because it may cause you to think irra onally.

85 85

J : An informed opinion based on numerous past experiences.

Experience alone doesn’t develop judgment: careful refl ec on on experience does. Learning judgment, assessing priori es, is as important as perfec ng techniques; in fact, the teaching of techniques without commensurate judgment can be dangerous.

Situa onal judgment is what teaches people to think for themselves. We need to problem-solve with great foresight, not great hindsight.

As stress increases, the quality of decisions made decreases. Due to the uncertainty and adversity leaders can become too rigid, too fl exible, non inquisi ve or hyperac ve.

Part of learning good judgment is being knowledgeable about the gain/loss of a given ac vity. It is OK to take risks, but only if the likelihood of a serious accident is very low.

Knowing that things can and do go wrong is part of good judgment. Looking at the probability of occurrence and severity of consequences from a KIC Review will help you prepare and make informed decisions about the risks involved on this trip.

H P L P

H S STOP STOP/GO?

L S STOP/GO? GO

DEVELOPING JUDGMENTJ : An informed opinion based on numerous past experiences.

Experience alone doesn’t develop judgment: careful refl ec on on experience does. Learning judgment, assessing priori es, is as important as perfec ng techniques; in fact, the teaching of techniques without commensurate judgment can be dangerous.

Situa onal judgment is what teaches people to think for themselves. We need to problem-solve with great foresight, not great hindsight.

As stress increases, the quality of decisions made decreases. Due to the uncertainty and adversity leaders can become too rigid, too fl exible, non inquisi ve or hyperac ve.

Part of learning good judgment is being knowledgeable about the gain/loss of a given ac vity. It is OK to take risks, but only if the likelihood of a serious accident is very low.

Knowing that things can and do go wrong is part of good judgment. Looking at the probability of occurrence and severity of consequences from a KIC Review will help you prepare and make informed decisions about the risks involved on this trip.

H P L P

H S STOP STOP/GO?

L S STOP/GO? GO

DEVELOPING JUDGMENT

86 86

MANAGING HAZARDSH P O S C

Driving Hazards

Fa gue occasional severe

Other drivers rare severe

Mechanical rare minor

Trailer towing occasional moderate

Road condi ons occasional severe

Wildlife occasional

Isola on o en

Vehicle accident rare severe

Environment

Cold water o en moderate

Strong winds occasional moderate

Cold Air Temps occasional moderate

Locate fresh water occasional minor

Tides o en moderate

Landing zones occasional moderate

Currents o en moderate

Sea swells occasional moderate

Exposed crossings occasional severe

Isola on o en moderate

Extreme weather occasional severe

Human

Hypothermia occasional severe

Hyperthermia occasional severe

Drowning rare severe

Blisters o en minor

Cold occasional minor

Flu occasional moderate

Burns occasional severe

Head injury rare severe

Sprains rare minor

Fracture rare

Hygienic issues occasional minor

Bee s ngs rare moderate

Other

Group moral occasional minor

Group confl ict o en minor

MANAGING HAZARDSH P O S C

Driving Hazards

Fa gue occasional severe

Other drivers rare severe

Mechanical rare minor

Trailer towing occasional moderate

Road condi ons occasional severe

Wildlife occasional

Isola on o en

Vehicle accident rare severe

Environment

Cold water o en moderate

Strong winds occasional moderate

Cold Air Temps occasional moderate

Locate fresh water occasional minor

Tides o en moderate

Landing zones occasional moderate

Currents o en moderate

Sea swells occasional moderate

Exposed crossings occasional severe

Isola on o en moderate

Extreme weather occasional severe

Human

Hypothermia occasional severe

Hyperthermia occasional severe

Drowning rare severe

Blisters o en minor

Cold occasional minor

Flu occasional moderate

Burns occasional severe

Head injury rare severe

Sprains rare minor

Fracture rare

Hygienic issues occasional minor

Bee s ngs rare moderate

Other

Group moral occasional minor

Group confl ict o en minor

87 87

TEACHING STYLES WHILE LEADINGInstructors should vary their teaching styles to suit the manner in which individuals learn best. A mix of teaching styles generally works well in teaching groups. Modern theory has iden fi ed these major styles:

CThe instructor determines the subject ma er, directs exercises and makes decisions about the lesson. This more authorita ve style centers a en on upon the instructor.

TThe instructor explains a par cular task, usually demonstrates it and then asks students to perform it. This style allows for more par cipa on and individual decision-making in terms of the intensity and dura on of par cipa on.

ROne person performs a task while a partner observes the performance, and then the pair switches roles. This style involves more analysis of a skill through two means: feeling the exercise and watching it. Small groups can also assume the roles which is o en more comfortable for the individuals who don’t like to “stand out.”

G DThe instructor uses ques ons or exercises to lead a student to a desired result. The emphasis is upon students doing an ac vity and reaching their own conclusions based upon their experiences.

P SThe instructor introduces a problem and students are encouraged to explore a variety of solu ons in their preferred manner. They can be asked to determine the best solu on based upon their experiments.

The challenge in instruc on is fi nding the teaching style that matches the students’ needs. Being able to draw upon ac vi es from all styles is an important considera on.

TEACHING STYLES WHILE LEADINGInstructors should vary their teaching styles to suit the manner in which individuals learn best. A mix of teaching styles generally works well in teaching groups. Modern theory has iden fi ed these major styles:

CThe instructor determines the subject ma er, directs exercises and makes decisions about the lesson. This more authorita ve style centers a en on upon the instructor.

TThe instructor explains a par cular task, usually demonstrates it and then asks students to perform it. This style allows for more par cipa on and individual decision-making in terms of the intensity and dura on of par cipa on.

ROne person performs a task while a partner observes the performance, and then the pair switches roles. This style involves more analysis of a skill through two means: feeling the exercise and watching it. Small groups can also assume the roles which is o en more comfortable for the individuals who don’t like to “stand out.”

G DThe instructor uses ques ons or exercises to lead a student to a desired result. The emphasis is upon students doing an ac vity and reaching their own conclusions based upon their experiences.

P SThe instructor introduces a problem and students are encouraged to explore a variety of solu ons in their preferred manner. They can be asked to determine the best solu on based upon their experiments.

The challenge in instruc on is fi nding the teaching style that matches the students’ needs. Being able to draw upon ac vi es from all styles is an important considera on.

88 88

TEACHING LESSONSI D I L

Remember we don’t all think the same!

Eff ec ve instructors recognize the diff erences and use a variety of teaching styles to meet needs.

People diff er in how they involve various senses in their learning. The order in which they use the senses will also vary. For example, some individuals need to listen to explana ons before they experience an ac vity. Others need to watch a demonstra on fi rst. S ll others need to feel the ac vity before they can begin to understand it.

T T(also known as the Technician) uses an analy cal approach. The person o en reads about the sport before doing it and needs technical explana ons before beginning to acquire a skill. The mental process is ini ally more important then the physical, and more oral informa on is usually sought. A close rela ve to the Thinker is the Talker. This person needs to repeat informa on to increase understanding of the ac vity. Be ready to minimize excessive talking and encourage the person to actually try the ac vity.

T D(also known as the Natural Mimic) uses a prac cal approach to learning, where the physical experience is more important then the mental process. This person wants only a quick demonstra on of the skill before prac cing it. A close rela ve of the Doer is the Fidgeter. This person has a very short a en on span during explana ons and demonstra ons and needs to be ac ve to learn.

T W Likes to see the whole picture before a emp ng it. This person is o en the last in line to try something and needs to refl ect upon demonstra ons and explana ons of the ac vity. A close rela ve of the Watcher is the Analyzer. This person may become bogged down in reviewing other people’s performances as well as their own.

T Has a very strong awareness of physical movements and whether a mo on is effi cient or ineffi cient, similar or dissimilar to a demonstrated move. Sensory awareness is high and analy cal skills may be low.

TEACHING LESSONSI D I L

Remember we don’t all think the same!

Eff ec ve instructors recognize the diff erences and use a variety of teaching styles to meet needs.

People diff er in how they involve various senses in their learning. The order in which they use the senses will also vary. For example, some individuals need to listen to explana ons before they experience an ac vity. Others need to watch a demonstra on fi rst. S ll others need to feel the ac vity before they can begin to understand it.

T T(also known as the Technician) uses an analy cal approach. The person o en reads about the sport before doing it and needs technical explana ons before beginning to acquire a skill. The mental process is ini ally more important then the physical, and more oral informa on is usually sought. A close rela ve to the Thinker is the Talker. This person needs to repeat informa on to increase understanding of the ac vity. Be ready to minimize excessive talking and encourage the person to actually try the ac vity.

T D(also known as the Natural Mimic) uses a prac cal approach to learning, where the physical experience is more important then the mental process. This person wants only a quick demonstra on of the skill before prac cing it. A close rela ve of the Doer is the Fidgeter. This person has a very short a en on span during explana ons and demonstra ons and needs to be ac ve to learn.

T W Likes to see the whole picture before a emp ng it. This person is o en the last in line to try something and needs to refl ect upon demonstra ons and explana ons of the ac vity. A close rela ve of the Watcher is the Analyzer. This person may become bogged down in reviewing other people’s performances as well as their own.

T Has a very strong awareness of physical movements and whether a mo on is effi cient or ineffi cient, similar or dissimilar to a demonstrated move. Sensory awareness is high and analy cal skills may be low.

89 89

TEACHING A SKILL LESSONHere are some IDEAS…….

I - Introduce your topic in an exci ng way using a grabber

D - Demonstrate clearly (once with and without explana on at least)

E - Explain clearly, and give points to remember

A - Ac vity and Applica on of the skill. Provide feedback (analysis and development)

S - Summarize, hammer home the key points

T …

T T � Prepared � Flexible � Aware � Excited � Good Communica on

T C � Safe � Can everyone see, hear, and be comfortable � Everything you need? Props, equipment….

T S � Teaching to their style, age and needs � Condi on of your students (mood, maturity, energy) � Answering their ques ons

T L � KISS, Keep It Simple + Short � Start where the learners are and expand � Fun, Visual, Ac ve

TEACHING A SKILL LESSONHere are some IDEAS…….

I - Introduce your topic in an exci ng way using a grabber

D - Demonstrate clearly (once with and without explana on at least)

E - Explain clearly, and give points to remember

A - Ac vity and Applica on of the skill. Provide feedback (analysis and development)

S - Summarize, hammer home the key points

T …

T T � Prepared � Flexible � Aware � Excited � Good Communica on

T C � Safe � Can everyone see, hear, and be comfortable � Everything you need? Props, equipment….

T S � Teaching to their style, age and needs � Condi on of your students (mood, maturity, energy) � Answering their ques ons

T L � KISS, Keep It Simple + Short � Start where the learners are and expand � Fun, Visual, Ac ve

90 90

TEACHING LESSONSOne method of teaching a movement based skill is to break the skill down into three phases of movement. These include:

� The prepara on phase � The execu on phase � The follow through phase

These phases are cri cal in order to complete the movement or ac vity in an eff ec ve manner. In addi on to teaching the skill, as an instructor, the breakdown also provides a good means of iden fying diff erent areas of the movement and the par cipants’ areas of needed improvement (detect/correct).

T P P The preparatory phase involves movements that get the par cipant ready for the force-producing movements in the execu on phase.

T E PThe execu on phase can be divided into two parts:

� The “cri cal instant” is the point of contact (or the release) of the movement. This is the point that determines the eff ec veness of the skill

� The force-producing movements the par cipant make to produce force for the impact or propulsion.

Successful execu on requires the par cipant to apply the correct amount of force, in the correct direc on and with precise ming. It is o en diffi cult for the instructor to observe and assess the movement within this phase, as the movement takes place very quickly.

T F -T PThe follow-through refers to the body movements occurring a er the execu on phase. This phase is where the movement slows down a er impact and the par cipant prepares for the next ac on

A M B MWhen teaching a kayak forward or backward stroke it is important to remember that one stroke refers to one side/one paddle blade. If you look at two successive strokes (one per side) the prep phase on the le is in fact the execu on phase on the right and the cri cal instant on the le is in fact the follow through on the right.

TEACHING LESSONSOne method of teaching a movement based skill is to break the skill down into three phases of movement. These include:

� The prepara on phase � The execu on phase � The follow through phase

These phases are cri cal in order to complete the movement or ac vity in an eff ec ve manner. In addi on to teaching the skill, as an instructor, the breakdown also provides a good means of iden fying diff erent areas of the movement and the par cipants’ areas of needed improvement (detect/correct).

T P P The preparatory phase involves movements that get the par cipant ready for the force-producing movements in the execu on phase.

T E PThe execu on phase can be divided into two parts:

� The “cri cal instant” is the point of contact (or the release) of the movement. This is the point that determines the eff ec veness of the skill

� The force-producing movements the par cipant make to produce force for the impact or propulsion.

Successful execu on requires the par cipant to apply the correct amount of force, in the correct direc on and with precise ming. It is o en diffi cult for the instructor to observe and assess the movement within this phase, as the movement takes place very quickly.

T F -T PThe follow-through refers to the body movements occurring a er the execu on phase. This phase is where the movement slows down a er impact and the par cipant prepares for the next ac on

A M B MWhen teaching a kayak forward or backward stroke it is important to remember that one stroke refers to one side/one paddle blade. If you look at two successive strokes (one per side) the prep phase on the le is in fact the execu on phase on the right and the cri cal instant on the le is in fact the follow through on the right.

91 91

SKILL BREAKDOWN EXAMPLE: FORWARD KAYAK STROKE (LEFT) P E

P

Descrip on: The paddler rotates their torso (aka winding up), turning their shoul-ders away from the side they are paddling on. Paddler extends their le arm, reach-ing as far as possibe without leaning forward. Le blade is fully submerged.

Common Mistakes:- limited torso rota on- over-fl exion of torso (bending forward)- only p of blade is submerged

Tips and Tricks:- really concentrate on a “winding up” or “loading” mo on (ex loading a spring)- remember to “reach for your toes” as you place the blade in the water

E

Descrip on:Cri cal Instant: With the blade fully submerged, the paddle “grabs” as much water as possible with the blade.

Force Producing: The paddler rotates their torso back to neutral posi on (unwinds), while pulling the paddle blade through the water

Common Mistakes:- pulls arm back without rota ng core- plunges the paddle blade too deep into the water

Tips and Tricks:- maintain the body-arm-paddle box (or visualize holding a beachball)- follow the path of the paddle with your chest and head (without turning neck)

F-T

Descrip on:- paddler slices the blade up and out of the water at approximately their hip

Common Mistakes:- paddle is removed too early (knee) or too late (behind the paddler).- blade is removed with a “scooping” mo on resul ng in li ing the water up

Tips and Tricks:- remember the mantra “ p to hip”

SKILL BREAKDOWN EXAMPLE: FORWARD KAYAK STROKE (LEFT) P E

P

Descrip on: The paddler rotates their torso (aka winding up), turning their shoul-ders away from the side they are paddling on. Paddler extends their le arm, reach-ing as far as possibe without leaning forward. Le blade is fully submerged.

Common Mistakes:- limited torso rota on- over-fl exion of torso (bending forward)- only p of blade is submerged

Tips and Tricks:- really concentrate on a “winding up” or “loading” mo on (ex loading a spring)- remember to “reach for your toes” as you place the blade in the water

E

Descrip on:Cri cal Instant: With the blade fully submerged, the paddle “grabs” as much water as possible with the blade.

Force Producing: The paddler rotates their torso back to neutral posi on (unwinds), while pulling the paddle blade through the water

Common Mistakes:- pulls arm back without rota ng core- plunges the paddle blade too deep into the water

Tips and Tricks:- maintain the body-arm-paddle box (or visualize holding a beachball)- follow the path of the paddle with your chest and head (without turning neck)

F-T

Descrip on:- paddler slices the blade up and out of the water at approximately their hip

Common Mistakes:- paddle is removed too early (knee) or too late (behind the paddler).- blade is removed with a “scooping” mo on resul ng in li ing the water up

Tips and Tricks:- remember the mantra “ p to hip”

92 92

GROUP DEVELOPMENT AND DYNAMICSMany researchers have tried to order, number and name the stages of group development. One of the most popular and widely accepted models was a four-stage organiza on developed my Bruce Tuckman in 1965 (a fi h stage was added in the 1970s). Tuckman’s eventual fi ve stages of group development included: Forming, Storming, Norming, Performing, and Adjourning.

FTeams ini ally go through the “forming” stage in which group members are posi ve and polite. Behaviour is driven by a desire to be accepted by the others, which avoids controversy or confl ict. Serious issues and feelings are avoided, and people focus on more rou ne work (team organiza on, who does what, when to meet). Group members are also gathering informa on and impressions about each other, about the scope of the task and how to approach it. In general, this is o en a comfortable stage to be in, but by avoiding confl ict not much actually gets done. Roles at this stage are usually unclear except for the role of the group leader. As such, group members tend to behave quite independently. They may be mo vated but are usually rela vely uninformed of the issues and objec ves and tend to focus on themselves rather than the group’s goals.

GROUP DEVELOPMENT AND DYNAMICSMany researchers have tried to order, number and name the stages of group development. One of the most popular and widely accepted models was a four-stage organiza on developed my Bruce Tuckman in 1965 (a fi h stage was added in the 1970s). Tuckman’s eventual fi ve stages of group development included: Forming, Storming, Norming, Performing, and Adjourning.

FTeams ini ally go through the “forming” stage in which group members are posi ve and polite. Behaviour is driven by a desire to be accepted by the others, which avoids controversy or confl ict. Serious issues and feelings are avoided, and people focus on more rou ne work (team organiza on, who does what, when to meet). Group members are also gathering informa on and impressions about each other, about the scope of the task and how to approach it. In general, this is o en a comfortable stage to be in, but by avoiding confl ict not much actually gets done. Roles at this stage are usually unclear except for the role of the group leader. As such, group members tend to behave quite independently. They may be mo vated but are usually rela vely uninformed of the issues and objec ves and tend to focus on themselves rather than the group’s goals.

93 93

GROUP DEVELOPMENTSA er the “honeymoon” phase, the group will enter the “Storming” phase where ideas compete for considera on. During this phase, the problem domain is clearly established as is how the team will func on and how decisions will be made. Some groups address these topics directly and asser vely and quickly move to the next phase. Other groups never leave this stage. Group member maturity can be instrumental during this stage in helping the group move on. Silent leaders may be clashing for control during this stage. As ideas are confronted and clash, disagreement may lead team members to blame and ques on the group concept. If the group gets too hung up on internal discussions and bickering, team members may have li le energy to progress toward the group’s goals.

NA er a few “stormy” interac ons, where group members start to get to know each other, with the proper leadership teams move to the norming phase as they get more comfortable and become more produc ve working together. Group members are able to ask each other for help and provide construc ve cri cism. The group develops a stronger commitment to the team goal and ac vely works towards it. Groups will inevitably bounce back and forth between the “Storming” and the “Norming” stages whenever issues arise. These, however, will dwindle as the team matures and becomes increasingly independent. A group in this stage s ll requires leadership, but leaders can start to delegate some tasks more confi dently. This will allow other leaders to surface in specifi c areas.

PGroups that mature past the Norming stage become a high performance team. Such groups can be given new projects or tasks (in fact, they may even look for new projects by themselves) and very seldom fall back into the “storming” phase. When they do, they are able to resolve diff erences eff ec vely and quickly, so the group makes fast progress towards it’s goals supported by the structures and processes that have been set up. Group members admire and respect the strengths and weaknesses of others, and as a result their individual roles become less ridged.

ADuring this phase the group works towards wrapping up loose ends, bringing the work or experience to a close, usually with feelings of anxiety and some mes even reluctance. Members may begin to miss the deep level of focus that they experienced while performing and may have trouble coping with closure. It is important for the group to debrief and share/re-visit their accomplishments (both group and individual) and some mes making plans for reunions can help those struggling with the deforma on of the group.

GROUP DEVELOPMENTSA er the “honeymoon” phase, the group will enter the “Storming” phase where ideas compete for considera on. During this phase, the problem domain is clearly established as is how the team will func on and how decisions will be made. Some groups address these topics directly and asser vely and quickly move to the next phase. Other groups never leave this stage. Group member maturity can be instrumental during this stage in helping the group move on. Silent leaders may be clashing for control during this stage. As ideas are confronted and clash, disagreement may lead team members to blame and ques on the group concept. If the group gets too hung up on internal discussions and bickering, team members may have li le energy to progress toward the group’s goals.

NA er a few “stormy” interac ons, where group members start to get to know each other, with the proper leadership teams move to the norming phase as they get more comfortable and become more produc ve working together. Group members are able to ask each other for help and provide construc ve cri cism. The group develops a stronger commitment to the team goal and ac vely works towards it. Groups will inevitably bounce back and forth between the “Storming” and the “Norming” stages whenever issues arise. These, however, will dwindle as the team matures and becomes increasingly independent. A group in this stage s ll requires leadership, but leaders can start to delegate some tasks more confi dently. This will allow other leaders to surface in specifi c areas.

PGroups that mature past the Norming stage become a high performance team. Such groups can be given new projects or tasks (in fact, they may even look for new projects by themselves) and very seldom fall back into the “storming” phase. When they do, they are able to resolve diff erences eff ec vely and quickly, so the group makes fast progress towards it’s goals supported by the structures and processes that have been set up. Group members admire and respect the strengths and weaknesses of others, and as a result their individual roles become less ridged.

ADuring this phase the group works towards wrapping up loose ends, bringing the work or experience to a close, usually with feelings of anxiety and some mes even reluctance. Members may begin to miss the deep level of focus that they experienced while performing and may have trouble coping with closure. It is important for the group to debrief and share/re-visit their accomplishments (both group and individual) and some mes making plans for reunions can help those struggling with the deforma on of the group.

94 94

GROUP DEVELOPMENT AND DYNAMICSC O L

C T : As defi ned by the Cri cal Thinking Community, cri cal thinking is: “the intellectually disciplined process of ac vely and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evalua ng informa on gathered from, or generated by, observa on, experience, refl ec on, reasoning, or communica on, as a guide to belief and ac on.”(...whoa! I am going to have to think on that one for a while...)

P : Dis nc ve emo onal, behavioural and temperamental traits that make up an individual. These quali es can be developed and modifi ed, however they are part of the individual’s make-up regardless of if they are in a leadership posi on

Dedicated leaders recognize their strengths and weaknesses and work on developing their posi ve personality quali es (eg. “I need to con nue to work on being more pa ent”)

K : Eff ec ve outdoor leaders have a broad base of theore cal and experien al knowledge. Theore cal knowledge is gained through texts, observa on and listening. Without experience it provides too small a base for decision making. Experien al knowledge: gained by doing. Unless experiences are processed they are useless. We do not learn from our mistakes unless we make a conscious eff ort to do so.

P S : Such skills as having a good understanding of safety for the group, able to pass on knowledge to others, provides a posi ve role model for other group members etc.

L Q A T

E L Q : selfl essness, vision/crea vity, good decision making, knowledge of strengths and weaknesses

L T : Empowers, inspires, plans and organizes, care for equipment, role model, understands people, arouses interest….

P Q : Self discipline, confi dent, willing to learn, takes ini a ve, coopera ve, sense of humour, trustworthy/honest…

GROUP DEVELOPMENT AND DYNAMICSC O L

C T : As defi ned by the Cri cal Thinking Community, cri cal thinking is: “the intellectually disciplined process of ac vely and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evalua ng informa on gathered from, or generated by, observa on, experience, refl ec on, reasoning, or communica on, as a guide to belief and ac on.”(...whoa! I am going to have to think on that one for a while...)

P : Dis nc ve emo onal, behavioural and temperamental traits that make up an individual. These quali es can be developed and modifi ed, however they are part of the individual’s make-up regardless of if they are in a leadership posi on

Dedicated leaders recognize their strengths and weaknesses and work on developing their posi ve personality quali es (eg. “I need to con nue to work on being more pa ent”)

K : Eff ec ve outdoor leaders have a broad base of theore cal and experien al knowledge. Theore cal knowledge is gained through texts, observa on and listening. Without experience it provides too small a base for decision making. Experien al knowledge: gained by doing. Unless experiences are processed they are useless. We do not learn from our mistakes unless we make a conscious eff ort to do so.

P S : Such skills as having a good understanding of safety for the group, able to pass on knowledge to others, provides a posi ve role model for other group members etc.

L Q A T

E L Q : selfl essness, vision/crea vity, good decision making, knowledge of strengths and weaknesses

L T : Empowers, inspires, plans and organizes, care for equipment, role model, understands people, arouses interest….

P Q : Self discipline, confi dent, willing to learn, takes ini a ve, coopera ve, sense of humour, trustworthy/honest…

95 95

LEADERSHIP STYLESClearly leadership is not a simple concept. In fact, it is so complex that there are textbooks, university courses, and professions solely dedicated to defi ning leadership and trying to teach it in an eff ec ve manner.

One of the main goals of KIC is to get you to start analyzing your own sense of leadership (and those around you) and to iden fy and start developing your own personal style/preference. L SDepending on the situa on an eff ec ve leader will be able to adapt how they interact within a group and the amount of infl uence they have on the making of decisions. Again, this is a very complex topic, but to keep it simple let’s just say that leaders can be seen as:

TLeader makes the decision and tells the group what to do.

SLeader makes the decision and sells the idea to the group (convinces them to do it by highligh ng the decisions importance).

TLeader presents the group with the decision but invites them to test or modify it before implemen ng it.

CLeader presents the situa on to the group and then asks for group input (consults them) to help come to a decision.

JLeader outlines the en re situa on and they let the group members form the en re decision.

DLeader lets the group outline the en re situa on for themselves and lets them come to a decision on their own.

LEADERSHIP STYLESClearly leadership is not a simple concept. In fact, it is so complex that there are textbooks, university courses, and professions solely dedicated to defi ning leadership and trying to teach it in an eff ec ve manner.

One of the main goals of KIC is to get you to start analyzing your own sense of leadership (and those around you) and to iden fy and start developing your own personal style/preference. L SDepending on the situa on an eff ec ve leader will be able to adapt how they interact within a group and the amount of infl uence they have on the making of decisions. Again, this is a very complex topic, but to keep it simple let’s just say that leaders can be seen as:

TLeader makes the decision and tells the group what to do.

SLeader makes the decision and sells the idea to the group (convinces them to do it by highligh ng the decisions importance).

TLeader presents the group with the decision but invites them to test or modify it before implemen ng it.

CLeader presents the situa on to the group and then asks for group input (consults them) to help come to a decision.

JLeader outlines the en re situa on and they let the group members form the en re decision.

DLeader lets the group outline the en re situa on for themselves and lets them come to a decision on their own.

96 96

LEADERSHIP STYLES CONTINUED...The leadership styles previously men oned (telling, selling, consul ng, etc.) can be grouped together into three sets of pairs to help defi ne three general outdoor leadership styles.

A : Involves making decisions and then convincing the group to follow.

D : Involves the leader and group members sharing the various responsibili es in making the decision

A : The leader abdicates (hands over) the decision making responsibili es to the group members. This is some mes referred to as being delega ve or “laissez-faire”, however, unlike “true” laissez-faire, the leader s ll remains closely involved in case the need arises to intervene in the process.

L L S W G DAs a leader, one plays a cri cal role in the development of a group. As a group progresses through the stages of development, it is important that the leader also shi s their style in order to accommodate and promote group growth. This can be illustrated as a con nuum from true laissez-faire (where the leader does nothing to control the group) to dictatorial (where the leader exerts total control over the group).

Forming Storming Norming Performing Adjourning

Autocra c Democra c Abdicra c Democra c Autocra c

The interac on between leader’s concern for elements of ( ) task and ( ) group rela onships.

LEADERSHIP STYLES CONTINUED...The leadership styles previously men oned (telling, selling, consul ng, etc.) can be grouped together into three sets of pairs to help defi ne three general outdoor leadership styles.

A : Involves making decisions and then convincing the group to follow.

D : Involves the leader and group members sharing the various responsibili es in making the decision

A : The leader abdicates (hands over) the decision making responsibili es to the group members. This is some mes referred to as being delega ve or “laissez-faire”, however, unlike “true” laissez-faire, the leader s ll remains closely involved in case the need arises to intervene in the process.

L L S W G DAs a leader, one plays a cri cal role in the development of a group. As a group progresses through the stages of development, it is important that the leader also shi s their style in order to accommodate and promote group growth. This can be illustrated as a con nuum from true laissez-faire (where the leader does nothing to control the group) to dictatorial (where the leader exerts total control over the group).

Forming Storming Norming Performing Adjourning

Autocra c Democra c Abdicra c Democra c Autocra c

The interac on between leader’s concern for elements of ( ) task and ( ) group rela onships.

97 97

KIC LEADER CHECKLISTAll students will have the opportunity to be contribu ng members of a Leadership Team. Each team will facilitate and plan for four days, briefi ng with the instructors prior to their leadership role and briefi ng the incoming team on their last night. The fi rst team will assume their role a er approximately three days paddling. This gives you an opportunity to observe your instructors’ leadership style and get oriented to travel.

P

� Create an overall plan for the days of leadership � Plan routes and campsites (keep in mind water, winds, temperature and

ferry deadlines) based on course i nerary. � Schedule classes, evening gatherings, and ac vi es… BE CREATIVE! � Prepare a fi rst aid scenario to take place during your me leading/discuss

your plans with the instructors � Facilitate food and water if necessary

C A F

� Communicate the daily plan to the group � Give equal voice to all members of your planning team. Provide a united

front when presen ng to the group. � Facilitate and introduce group mee ngs… get things rolling and keep them

rolling

M A M

� Check-in with the pulse of the group – adjust schedule appropriately. Keep tabs on injuries and other individual concerns.

� Role model posi ve a tude, high energy, and good expedi on behaviour.

KIC LEADER CHECKLISTAll students will have the opportunity to be contribu ng members of a Leadership Team. Each team will facilitate and plan for four days, briefi ng with the instructors prior to their leadership role and briefi ng the incoming team on their last night. The fi rst team will assume their role a er approximately three days paddling. This gives you an opportunity to observe your instructors’ leadership style and get oriented to travel.

P

� Create an overall plan for the days of leadership � Plan routes and campsites (keep in mind water, winds, temperature and

ferry deadlines) based on course i nerary. � Schedule classes, evening gatherings, and ac vi es… BE CREATIVE! � Prepare a fi rst aid scenario to take place during your me leading/discuss

your plans with the instructors � Facilitate food and water if necessary

C A F

� Communicate the daily plan to the group � Give equal voice to all members of your planning team. Provide a united

front when presen ng to the group. � Facilitate and introduce group mee ngs… get things rolling and keep them

rolling

M A M

� Check-in with the pulse of the group – adjust schedule appropriately. Keep tabs on injuries and other individual concerns.

� Role model posi ve a tude, high energy, and good expedi on behaviour.

98 98

KIC LEADER CHECKLIST CONTINUED...C W I

� Check-in with instructors each evening to present your ideas/plan for the following day.

� Give no ce to instructors and students for organized group mee ngs

B A D

� Be prepared to do an informal self-evalua on and receive feedback at the end of your me as a Leadership Team.

� Brief the next Leadership Team on what worked/didn’t work for you and on what themes, rhythms, rituals etc. you want to con nue on the course.

R O I

� To support you in the leadership posi on. � To provide any informa on that may assist you in decision-making. � To provide mely and construc ve feedback. � To step in, in the event of a serious situa on such as illness or injury. � To con nue to teach classes and teach informally along the way.

“I have three rules for leaders in the outdoors: You have to know where the people you’re leading are coming from, you have to know what you want to do with them, and you have to love them.”

~ Paul Petzoldt

KIC LEADER CHECKLIST CONTINUED...C W I

� Check-in with instructors each evening to present your ideas/plan for the following day.

� Give no ce to instructors and students for organized group mee ngs

B A D

� Be prepared to do an informal self-evalua on and receive feedback at the end of your me as a Leadership Team.

� Brief the next Leadership Team on what worked/didn’t work for you and on what themes, rhythms, rituals etc. you want to con nue on the course.

R O I

� To support you in the leadership posi on. � To provide any informa on that may assist you in decision-making. � To provide mely and construc ve feedback. � To step in, in the event of a serious situa on such as illness or injury. � To con nue to teach classes and teach informally along the way.

“I have three rules for leaders in the outdoors: You have to know where the people you’re leading are coming from, you have to know what you want to do with them, and you have to love them.”

~ Paul Petzoldt

99 99

KIC LOD DAILY CHECKLIST � Organize yourself the evening before you are scheduled to be trip leader.

� Look at a map with an instructor about the route. Fill out the TCP.

� Listen to the marine radio forecast at night and in the .

� Arrange wake-up and departure me, informing the group before bed.

� Let the group know the plans of the day before the group leaves for the day. Regroup o en throughout the day.

� Decide on the traveling organiza on of the pod.

� Keep the pod to an appropriate size during the day. Communicate frequently and effi ciently with the group.

� Decide on pee breaks, snacks, lunch.

� Check o en and be aware of the wellbeing of the group.

� Decide on a suitable campsite loca on.

� S ck to a me frame.

� Make sure all equipment is put away and secure in the evening.

� Schedule lessons and evening ac vi es as appropriate.

KIC LOD DAILY CHECKLIST � Organize yourself the evening before you are scheduled to be trip leader.

� Look at a map with an instructor about the route. Fill out the TCP.

� Listen to the marine radio forecast at night and in the .

� Arrange wake-up and departure me, informing the group before bed.

� Let the group know the plans of the day before the group leaves for the day. Regroup o en throughout the day.

� Decide on the traveling organiza on of the pod.

� Keep the pod to an appropriate size during the day. Communicate frequently and effi ciently with the group.

� Decide on pee breaks, snacks, lunch.

� Check o en and be aware of the wellbeing of the group.

� Decide on a suitable campsite loca on.

� S ck to a me frame.

� Make sure all equipment is put away and secure in the evening.

� Schedule lessons and evening ac vi es as appropriate.

100 100

TCP INFORMATIONAs a “Leader of the Day” you will be asked to complete a Time Control Plan (TCP). This is a tool that is used by any responsible wilderness leader and should be completed before leaving your campsite in the morning (the night before is even be er!). And in case you were wondering, yes, your instructors do some-thing similar to this every night on trip.S W I A TCP?Simply put, a TCP is a leader’s way of fi guring out where you’re going, how to get there, and how long it should take. It gives you an opportunity to look very closely at your route for the day, and can give you a sense of what the day will be like. Why do you think it might be important to know if you have a short day or a long day ahead of you? How could this aff ect the way you lead your group? Take a look at one of the Time Control Plans on the following pages. You’ll im-mediately no ce that the TCP is slightly diff erent depending on what sort of trip it’s for. Read through them to get a sense of how you can plan a day of trip and use the plan to monitor your progress.F O Y TCPMost of the boxes are self-explanatory and don’t require much clarifi ca on. The fi nal sec on, called ‘Scheduling’, is where there is some mes a li le confusion. Hopefully this helps:

• Es mated me of departure – By this point you have a sense of whether this will be a shorter or longer day and can make an appropriate decision as to what me your group should be on its way in the morning.

• Checkpoints – These are points between your start and end point where you can check your progress. If you were expec ng to arrive at Checkpoint 1 by 11:00 am, and don’t get there un l 1:30 pm, you’ll know you’re a li le behind what you’ve planned.

• Es mated arrival me at fi nal loca on – This allows you to predict what me you’ll get to your campsite. If you’re late ge ng to a checkpoint, you

know that you’ll probably also be late ge ng to your fi nal des na on.W I T P O O C ?This is just another step in your development as a wilderness leader. Being able to look at your route on a map is one thing – being able to transfer that into a reasonable predic on of how long each part of the day will take is much more challenging – but ul mately more important!AWe o en don’t end up arriving at our fi nal des na on when we predicted in our TCPs. There are several reasons this may occur (weather, naps, swim breaks, injuries, naviga onal errors, etc.). You will not be assessed for how closely the group s cks to the schedule you’ve planned – rather, we want to see that you’re able to analyze the day and make a reasonable forecast of how long it will take. If we decide to take a swim break, or go on an unplanned hike that takes a cou-ple of extra hours, that’s fi ne!

TCP INFORMATIONeader of the Day” you will be asked to complete a Time Control Plan This is a tool that is used by any responsible wilderness leader and should

mpleted before leaving your campsite in the morning (the night before is e er!). And in case you were wondering, yes, your instructors do some-milar to this every night on trip.

I A TCP?put, a TCP is a leader’s way of fi guring out where you’re going, how to re, and how long it should take. It gives you an opportunity to look very at your route for the day, and can give you a sense of what the day will Why do you think it might be important to know if you have a short day

ng day ahead of you? How could this aff ect the way you lead your group? look at one of the Time Control Plans on the following pages. You’ll im-ely no ce that the TCP is slightly diff erent depending on what sort of trip Read through them to get a sense of how you can plan a day of trip and

e plan to monitor your progress. O Y TCP

f the boxes are self-explanatory and don’t require much clarifi ca on. The c on, called ‘Scheduling’, is where there is some mes a li le confusion.

ully this helps: mated me of departure – By this point you have a sense of whether s will be a shorter or longer day and can make an appropriate decision as what me your group should be on its way in the morning. eckpoints – These are points between your start and end point where u can check your progress. If you were expec ng to arrive at Checkpoint

by 11:00 am, and don’t get there un l 1:30 pm, you’ll know you’re a li le hind what you’ve planned. mated arrival me at fi nal loca on – This allows you to predict what

me you’ll get to your campsite. If you’re late ge ng to a checkpoint, you ow that you’ll probably also be late ge ng to your fi nal des na on. T P O O C ?ust another step in your development as a wilderness leader. Being able at your route on a map is one thing – being able to transfer that into a

able predic on of how long each part of the day will take is much more ging – but ul mately more important!

en don’t end up arriving at our fi nal des na on when we predicted in Ps. There are several reasons this may occur (weather, naps, swim breaks, s, naviga onal errors, etc.). You will not be assessed for how closely the s cks to the schedule you’ve planned – rather, we want to see that you’re analyze the day and make a reasonable forecast of how long it will take.

ecide to take a swim break, or go on an unplanned hike that takes a cou-extra hours, that’s fi ne!

101 101

KAYKAING TIME CONTROL PLAN (TCP)S L : E L :

Descrip on: South Point Descrip on: Western Fox Island

Coordinates: 45°59’04” N81°24’20” W

Coordinates: 45°56’43” N81°22’09” W

D

Total distance to be paddled 7 kmEs mated traveling speed of kayaks (an average paddling speed for an OS group is about 5km/h. You can adjust this for your group and weather condi ons.)

4 km/h

Total es mated paddling me. 1.45 hours

B

Es mated me for breaks (water, snacks, map checks, rests, washroom)

15 mins

Es mated me for lunch n/a

Total es mated break me .15 hours

T T T

Paddling me + Break me 2 hours

S

Es mated me of departure: 10:00am

Checkpoint 1 Loca on: Western p of Solomon Island

ETA: 11:00am

Checkpoint 2 Loca on: Western Fox Island

ETA: 12:00pm

Est. me arriving at des na on: 12:00pm

KAYKAING TIME CONTROL PLAN (TCP)S L : E L :

Descrip on: South Point Descrip on: Western Fox Island

Coordinates: 45°59’04” N81°24’20” W

Coordinates: 45°56’43” N81°22’09” W

D

Total distance to be paddled 7 kmEs mated traveling speed of kayaks (an average paddling speed for an OS group is about 5km/h. You can adjust this for your group and weather condi ons.)

4 km/h

Total es mated paddling me. 1.45 hours

B


15 mins

Es mated me for lunch n/a

Total es mated break me .15 hours

T T T

Paddling me + Break me 2 hours

S

Es mated me of departure: 10:00am

Checkpoint 1 Loca on: Western p of Solomon Island

ETA: 11:00am

Checkpoint 2 Loca on: Western Fox Island

ETA: 12:00pm

Est. me arriving at des na on: 12:00pm

102 102

MAP OF ANTICOSTIScale 1 cm = 15 km

MAP OF ANTICOSTIScale 1 cm = 15 km

103 103

T :

� Pre and Final Trip Refl ec on � Leadership Self Assessment � Resume � Interview � Kayak TCPs � LOD Refl ec on � Final Test (blank pages)

GPP3O ASSIGNMENTS

T :

� Pre and Final Trip Refl ec on � Leadership Self Assessment � Resume � Interview � Kayak TCPs � LOD Refl ec on � Final Test (blank pages)

GPP3O ASSIGNMENTS

104 104

PRE-TRIP REFLECTIONAs you transi on into the role of being a KIC student it is important to take some me to refl ect on where you have come from and where you are hoping to go.

1. Why have you decided to par cipate in the KIC program this summer?

2. What are you looking forward to the most about this experience?

3. What do you think will be the most challenging aspect of this course?

PRE-TRIP REFLECTIONAs you transi on into the role of being a KIC student it is important to take some me to refl ect on where you have come from and where you are hoping to go.

1. Why have you decided to par cipate in the KIC program this summer?

2. What are you looking forward to the most about this experience?

3. What do you think will be the most challenging aspect of this course?

105 105

4. Describe the “ul mate” kayak guide. Try to be as detailed as possible. Include everything from physical a ributes to personality characteris cs to leadership styles. No detail is too small. You will be asked to share your thoughts on what makes an “ul mate guide” during a group discussion.

4. Describe the “ul mate” kayak guide. Try to be as detailed as possible. Include everything from physical a ributes to personality characteris cs to leadership styles. No detail is too small. You will be asked to share your thoughts on what makes an “ul mate guide” during a group discussion.

106 106

FINAL TRIP REFLECTION1. What new skills have you learned on your trip?

2. What is/was the best part of this trip? Why?

3. What is/was the hardest/most challenging part of this trip? Why?

4. Is there anything you would change about your KIC trip? Explain.

FINAL TRIP REFLECTION1. What new skills have you learned on your trip?

2. What is/was the best part of this trip? Why?

3. What is/was the hardest/most challenging part of this trip? Why?

4. Is there anything you would change about your KIC trip? Explain.

107 107

5. What quali es and ac ons do you now think make a person an eff ec ve leader/instructor/guide? Do you feel your experience on KIC has changed your outlook on this?

6. Being a confi dent, well-rounded leader/guide is a constant evolu on; in other words: there is no best, top or fi nished. For you, what is an area you feel you could s ll improve upon (i.e. naviga on, interpersonal skills, organiza on, …)? What concrete ac ons do you feel you could take to get yourself to that next level?

7. What are your future career goals at this point in me? What will you have to do in terms of educa on, cer fi ca ons and experience to achieve these goals?

8. Do you feel as though your KIC experience has changed you as a person? How?

5. What quali es and ac ons do you now think make a person an eff ec ve leader/instructor/guide? Do you feel your experience on KIC has changed your outlook on this?

6. Being a confi dent, well-rounded leader/guide is a constant evolu on; in other words: there is no best, top or fi nished. For you, what is an area you feel you could s ll improve upon (i.e. naviga on, interpersonal skills, organiza on, …)? What concrete ac ons do you feel you could take to get yourself to that next level?

7. What are your future career goals at this point in me? What will you have to do in terms of educa on, cer fi ca ons and experience to achieve these goals?

8. Do you feel as though your KIC experience has changed you as a person? How?

108 108

LEADERSHIP SELF ASSESSMENT (LSA)L R

1. Rate these characteris cs in order of importance to you. Make 1 the most important and 16 the least important.

Caring/Empathe c

Knowledgeable

Entertaining

Problem Solver

Confi dent

Op mis c

Technically Skilled

Organized

Good Communicator

Shows Integrity

Good Listener

Good Interpersonal Skills

Adaptable

Respec ul

Visionary

Courageous

* Place a star next to 5 traits that you feel you would like to work on improving.

LEADERSHIP SELF ASSESSMENT (LSA)L R

1. Rate these characteris cs in order of importance to you. Make 1 the most important and 16 the least important.

Caring/Empathe c

Knowledgeable

Entertaining

Problem Solver

Confi dent

Op mis c

Technically Skilled

Organized

Good Communicator

Shows Integrity

Good Listener

Good Interpersonal Skills

Adaptable

Respec ul

Visionary

Courageous

* Place a star next to 5 traits that you feel you would like to work on improving.

109 109

2. Describe yourself as a leader. Include a descrip on of your leadership quali es and experiences and explain how they may aff ect the interac ons you will have with others in your group while working in a leadership role.

3. What type of leadership style do you think you use the most?

4. What do you feel has contributed to you developing a preference for this type of leadership style?

2. Describe yourself as a leader. Include a descrip on of your leadership quali es and experiences and explain how they may aff ect the interac ons you will have with others in your group while working in a leadership role.

3. What type of leadership style do you think you use the most?

4. What do you feel has contributed to you developing a preference for this type of leadership style?

110 110

LEADERSHIP SELF ASSESSMENT CONTINUED...5. What type of leadership style do you fi nd you use the least? Why do you

think this is?

6. Describe some personal management strategies that you use in school to keep you on track. Do you think you can apply these same strategies while on trip and while ac ng in a leadership role?

7. Do you feel that your KIC experience will help you take on a greater leadership role back at school or in your community?

8. Do you feel that your KIC experience will help you achieve other personal (present and future) goals back home (ex. gradua ng, developing skills for a specifi c job, a aining scholarships and awards etc.)?

LEADERSHIP SELF ASSESSMENT CONTINUED...5. What type of leadership style do you fi nd you use the least? Why do you

think this is?

6. Describe some personal management strategies that you use in school to keep you on track. Do you think you can apply these same strategies while on trip and while ac ng in a leadership role?

7. Do you feel that your KIC experience will help you take on a greater leadership role back at school or in your community?

8. Do you feel that your KIC experience will help you achieve other personal (present and future) goals back home (ex. gradua ng, developing skills for a specifi c job, a aining scholarships and awards etc.)?

111 111

ADDITIONAL NOTES FOR LSA ADDITIONAL NOTES FOR LSA

112 112

RESUME BUILDERMake a list of any occupa ons, volunteer experiences, or educa on-based/personal projects that you have been involved with in the past. Indicate the diff erent responsibili es associated with those experiences and then iden fy any relevant skills that were required that could be related to the outdoor guiding industry.

Experience Responsibili es Relevant Skills

EXAMPLE: Grocery Clerk –

No Frills

Stocking shelves Organiza on skills/ me management

Helping customers Public rela ons Cashier Responsible and trustworthy

RESUME BUILDERMake a list of any occupa ons, volunteer experiences, or educa on-based/personal projects that you have been involved with in the past. Indicate the diff erent responsibili es associated with those experiences and then iden fy any relevant skills that were required that could be related to the outdoor guiding industry.

Experience Responsibili es Relevant Skills

EXAMPLE: Grocery Clerk –

No Frills

Stocking shelves Organiza on skills/ me management

Helping customers Public rela ons Cashier Responsible and trustworthy

113 113

FIRST NAME LAST NAMEAddress · Phone

(both address and phone number need to be up to date)Email Address

(please don’t use your [email protected] email…. only us e a “profes-sional” sounding email…if need be, make a new one)

O : a short, targeted statement that clearly outlines your career direc on while simultaneously posi oning you as someone who fi ts what the employer is looking for exactly. Your objec ve is carefully researched and tailored to fi t the job you’re applying for. Should only be a sentence or two.

E : These can be previous jobs (best) or volunteer posi ons (ok). Orgainzed either chronologically or by relevancy.

DATES FROM TOJOB TITLE, CDescribe your responsibili es and achievements in terms of impact and results. Use examples, but keep it short.

DATES FROM TOJOB TITLE, CDo not include irrelevant experiences…it is be er to present fewer but related items rather than a long list of unrelated ones.

E : At this point in your life, post-secondary and/or high school experience and degrees are perfectly appropriate…there is no need to men on your elementary school. It’s okay to brag about your GPA, awards, and honors. Feel free to summarize your coursework too.

MONTH YEARDEGREE TITLE, S


S List your strengths relevant for the role

you’re applying for List one of your strengths

List one of your strengths List one of your strengths List one of your strengths

A Use this sec on to highlight your relevant passions, ac vi es, and how you like to give back. It’s good to include Leadership and volunteer experiences here. Or show off important extras like publica ons, cer fi ca ons, languages and more.

FIRST NAME LAST NAMEAddress · Phone

(both address and phone number need to be up to date)Email Address

(please don’t use your [email protected] email…. only us e a “profes-sional” sounding email…if need be, make a new one)

O : a short, targeted statement that clearly outlines your career direc on while simultaneously posi oning you as someone who fi ts what the employer is looking for exactly. Your objec ve is carefully researched and tailored to fi t the job you’re applying for. Should only be a sentence or two.

E : These can be previous jobs (best) or volunteer posi ons (ok). Orgainzed either chronologically or by relevancy.

DATES FROM TOJOB TITLE, CDescribe your responsibili es and achievements in terms of impact and results. Use examples, but keep it short.

DATES FROM TOJOB TITLE, CDo not include irrelevant experiences…it is be er to present fewer but related items rather than a long list of unrelated ones.

E : At this point in your life, post-secondary and/or high school experience and degrees are perfectly appropriate…there is no need to men on your elementary school. It’s okay to brag about your GPA, awards, and honors. Feel free to summarize your coursework too.



S List your strengths relevant for the role

you’re applying for List one of your strengths

List one of your strengths List one of your strengths List one of your strengths

A Use this sec on to highlight your relevant passions, ac vi es, and how you like to give back. It’s good to include Leadership and volunteer experiences here. Or show off important extras like publica ons, cer fi ca ons, languages and more.

114 114

O

E

E

O

E

E

115 115

S

A

S

A

116 116

INTERVIEWS 101Prior to the start of your trip you were asked to complete a cover le er and resume. Now it is me to learn to “sell yourself” by taking all of those diff erent experiences and applying them (and some common sense) to answering a series of “typical” interview ques ons. There are a large range of interview ques ons. Below is a summary of diff erent ques on types, the employer’s goal in asking the ques ons, and the quali es it is your opportunity to showcase.

T Q E G W S Q

Y O SExperience Learn about your

past experiences and qualifi ca ons (i.e. tripping experience)

� Outline your outdoor abili es � Demonstrate what you’ve learned

about yourself and others though your tripping experience

� Demonstrate your passion for the outdoors and working with others

Personal Learn about who you are as a person (i.e. what your interests are, strengths, accomplishments)

� Highlight your personal strengths and how they relate to the posi on

� Highlight items from your resume that speak to those strengths

� Use situa ons from previous trips to demonstrate strengths and how they make you a be er leader

Scenario Learn about how you use your previous knowledge to understand a problem, then propose and evaluate solu ons

� Demonstrate a clear understanding of the problem and its repercussions on the trip

� Demonstrate an understanding of group dynamics

� Demonstrate good judgment with respect to possible solu ons

� Demonstrate insight about possible preven ons for this situa on.

Refl ec ve Learn about how you refl ect and learn from past experiences and use them to grow

� Highlight your communica on skills, your ability to make sound judgments, your ability to work as a leader and team member

� Highlight leadership abili es � Highlight your ability to learn from

experiences, and why it’s important

INTERVIEWS 101Prior to the start of your trip you were asked to complete a cover le er and resume. Now it is me to learn to “sell yourself” by taking all of those diff erent experiences and applying them (and some common sense) to answering a series of “typical” interview ques ons. There are a large range of interview ques ons. Below is a summary of diff erent ques on types, the employer’s goal in asking the ques ons, and the quali es it is your opportunity to showcase.

T Q E G W S Q

Y O SExperience Learn about your

past experiences and qualifi ca ons (i.e. tripping experience)

� Outline your outdoor abili es � Demonstrate what you’ve learned

about yourself and others though your tripping experience

� Demonstrate your passion for the outdoors and working with others

Personal Learn about who you are as a person (i.e. what your interests are, strengths, accomplishments)

� Highlight your personal strengths and how they relate to the posi on

� Highlight items from your resume that speak to those strengths

� Use situa ons from previous trips to demonstrate strengths and how they make you a be er leader

Scenario Learn about how you use your previous knowledge to understand a problem, then propose and evaluate solu ons

� Demonstrate a clear understanding of the problem and its repercussions on the trip

� Demonstrate an understanding of group dynamics

� Demonstrate good judgment with respect to possible solu ons

� Demonstrate insight about possible preven ons for this situa on.

Refl ec ve Learn about how you refl ect and learn from past experiences and use them to grow

� Highlight your communica on skills, your ability to make sound judgments, your ability to work as a leader and team member

� Highlight leadership abili es � Highlight your ability to learn from

experiences, and why it’s important

117 117

INTERVIEW WARM UP EXERCISESFollowing are a few common interview ques ons. For each ques on:1. Iden fy which type of ques on you think it is.2. In point form, summarize what you would include in your answer.

S Q T Q

P Y W I Y A

On day three of a fi ve kayak trip, a student refuses to paddle with another student in the tandem because they say they are a “lily dipper” and do not pull their weight. How would you handle this situa on?

Describe two quali es you feel would make you a great instructor at Gould Lake.

On what trip did you know that you wanted to be an instructor at Gould Lake? Explain what about the trip led you to this conclusion.

INTERVIEW WARM UP EXERCISESFollowing are a few common interview ques ons. For each ques on:1. Iden fy which type of ques on you think it is.2. In point form, summarize what you would include in your answer.

S Q T Q

P Y W I Y A

On day three of a fi ve kayak trip, a student refuses to paddle with another student in the tandem because they say they are a “lily dipper” and do not pull their weight. How would you handle this situa on?

Describe two quali es you feel would make you a great instructor at Gould Lake.

On what trip did you know that you wanted to be an instructor at Gould Lake? Explain what about the trip led you to this conclusion.

118 118

INTERVIEW WITH YOUR TRIP STAFFThis is a chance to be interviewed by your trip staff and talk through how to sharpen your interview skills. Take it seriously but have fun!The staff will ask you a series of diff erent types of ques ons. They will record some of the main points from your answer as well as some feedback. Please take the me to read over these notes and ask ques ons. As part of your refl ec on, fi ll out the “Next me I would add” column below as well as answer the four refl ec ve ques ons on the following page.

S F( S ) N I ...

Experience

Personal

INTERVIEW WITH YOUR TRIP STAFFThis is a chance to be interviewed by your trip staff and talk through how to sharpen your interview skills. Take it seriously but have fun!The staff will ask you a series of diff erent types of ques ons. They will record some of the main points from your answer as well as some feedback. Please take the me to read over these notes and ask ques ons. As part of your refl ec on, fi ll out the “Next me I would add” column below as well as answer the four refl ec ve ques ons on the following page.

S F( S ) N I ...

Experience

Personal

119 119

S F( S ) N I ...

Scenario

Refl ec ve

S F( S ) N I ...

Scenario

Refl ec ve

120 120

INTERVIEW REFLECTION1. Overall, how do you feel your interview went? Do you feel that you would

have been successful at ge ng a job? Why or why not?

2. Which ques on do you feel you had the strongest answer to? What made this answer so good?

3. Which ques on do you feel was the most challenging to answer? Why do you feel this was more challenging?

4. What would be one piece of advice you would give a friend (or your future self) about interviewing?

INTERVIEW REFLECTION1. Overall, how do you feel your interview went? Do you feel that you would

have been successful at ge ng a job? Why or why not?

2. Which ques on do you feel you had the strongest answer to? What made this answer so good?

3. Which ques on do you feel was the most challenging to answer? Why do you feel this was more challenging?

4. What would be one piece of advice you would give a friend (or your future self) about interviewing?

121 121

KAYAKING TIME CONTROL PLAN

D

Total distance to be paddled km

Es mated traveling speed of kayaks(An average paddling speed for an OS group is about 5 km/h. You can adjust this for your group and weather condi ons.)

km/h

Total es mated paddling me hours

S L

Descrip on: Descrip on:

Coordinates: Coordinates:

E L

B


Es mated me for lunch

Total es mated break me hours

T T T

Paddling Time + Break Time hours

S

Es mated me of departure:

Checkpoint 1Loca on:

ETA:


ETA:

Est. me arriving at des na on:


D



km/h


S L



E L

B




T T T


S



ETA:


ETA:


122 122

N F TCP A A P F T D

R O T T O T D . H D I D F TCP?

N F TCP A A P F T D


123 123


D



km/h


S L



E L

B




T T T


S



ETA:


ETA:



D



km/h


S L



E L

B




T T T


S



ETA:


ETA:


124 124

N F TCP A A P F T D


N F TCP A A P F T D


125 125


D



km/h


S L



E L

B




T T T


S



ETA:


ETA:



D



km/h


S L



E L

B




T T T


S



ETA:


ETA:


126 126

N F TCP A A P F T D


N F TCP A A P F T D


127 127


D



km/h


S L



E L

B




T T T


S



ETA:


ETA:



D



km/h


S L



E L

B




T T T


S



ETA:


ETA:


128 128

N F TCP A A P F T D


N F TCP A A P F T D


129 129


D



km/h


S L



E L

B




T T T


S



ETA:


ETA:



D



km/h


S L



E L

B




T T T


S



ETA:


ETA:


130 130

N F TCP A A P F T D


N F TCP A A P F T D


131 131

LOD SELF ASSESSMENT

L /D T

Level 1 - Rarely S ll Ge ng Comfortable

Level 2 - Some mes Acceptable

Level 3 - Usually Awesome

Level 4 - Always Look out Staff

C LOD 1 LOD 2 LOD 3

You communicate frequently with the groupYou communicate frequently and eff ec vely with co leadersYou are able to read individual and group physical and emo onal state and makes use of this informa onYou debrief with the group at the end of the dayYou facilitate confl ict management and mo vate the groupYou make fi rm decisions when necessary, and ask for input from the group when appropriateYou care for equipment, sweep at night and before leaving camp, and organize gear

Your TCP is complete and reasonable

You are aware of your me management and are con nually aware of the day’s tasks and keep the group focusedYou are safety conscious and aware of the safety and well being of group at all mesYou maintain a posi ve presence and energy level throughout the day

Final Level

LOD SELF ASSESSMENT

L /D T

Level 1 - Rarely S ll Ge ng Comfortable

Level 2 - Some mes Acceptable

Level 3 - Usually Awesome

Level 4 - Always Look out Staff

C LOD 1 LOD 2 LOD 3

You communicate frequently with the groupYou communicate frequently and eff ec vely with co leadersYou are able to read individual and group physical and emo onal state and makes use of this informa onYou debrief with the group at the end of the dayYou facilitate confl ict management and mo vate the groupYou make fi rm decisions when necessary, and ask for input from the group when appropriateYou care for equipment, sweep at night and before leaving camp, and organize gear

Your TCP is complete and reasonable

You are aware of your me management and are con nually aware of the day’s tasks and keep the group focusedYou are safety conscious and aware of the safety and well being of group at all mesYou maintain a posi ve presence and energy level throughout the day

Final Level

132 132

LOD REFLECTION ASSIGNMENT1. Did your LOD experiences meet or exceed your expecta ons? How did the

days refl ect what you had planned on your TCPs? Did you fi nd that your TCPs for your last few LODs were more accurate?

2. What were some of the biggest challenges that you faced while being LOD?

3. What is one area of leadership that you feel you can improve on as a co-leader and what led you to this conclusion?

4. Do you think you would prefer to be LOD by yourself or as a co-leader team? Why do you feel this way?

LOD REFLECTION ASSIGNMENT1. Did your LOD experiences meet or exceed your expecta ons? How did the

days refl ect what you had planned on your TCPs? Did you fi nd that your TCPs for your last few LODs were more accurate?

2. What were some of the biggest challenges that you faced while being LOD?

3. What is one area of leadership that you feel you can improve on as a co-leader and what led you to this conclusion?

4. Do you think you would prefer to be LOD by yourself or as a co-leader team? Why do you feel this way?

133 133

LOD REFLECTION CONTINUED...5. Describe how you personally dealt with the following topics while in the

posi on of leader: If you feel you didn’t have an opportunity to deal with a certain topic, please write down how you would.

D M : (How were decisions made? What were some issues with making decisions? Were they eff ec ve? Who made them? Consequences? Etc.)

G D : (General feel of group’s interac on? Areas of confl ict? Posi ve interac on? Next steps for the group to con nue to develop as a team further)

LOD REFLECTION CONTINUED...5. Describe how you personally dealt with the following topics while in the

posi on of leader: If you feel you didn’t have an opportunity to deal with a certain topic, please write down how you would.

D M : (How were decisions made? What were some issues with making decisions? Were they eff ec ve? Who made them? Consequences? Etc.)

G D : (General feel of group’s interac on? Areas of confl ict? Posi ve interac on? Next steps for the group to con nue to develop as a team further)

134 134

LOD REFLECTION CONTINUED...G C : (Were you eff ec ve? What were some challenges you faced with communica on? What worked well? What did not work well? What would you do diff erently?)

Y O P A E S : (Tricks of the trade? How did you cope with the longer dura on? Etc.)

6. Were there any aspects to the day that you would change if you could? Describe the situa on and how you would handle it diff erently?

LOD REFLECTION CONTINUED...G C : (Were you eff ec ve? What were some challenges you faced with communica on? What worked well? What did not work well? What would you do diff erently?)

Y O P A E S : (Tricks of the trade? How did you cope with the longer dura on? Etc.)

6. Were there any aspects to the day that you would change if you could? Describe the situa on and how you would handle it diff erently?

135 135

FINAL TEST FINAL TEST

136 136


137 137


138 138


139 139


140 140


141 141

T :

� Goal Se ng � Pre-Trip Fitness Refl ec on � Post-Trip Fitness Refl ec on � Lesson Plans

PAD40 ASSIGNMENTS

T :

� Goal Se ng � Pre-Trip Fitness Refl ec on � Post-Trip Fitness Refl ec on � Lesson Plans

PAD40 ASSIGNMENTS

142 142

GOAL SETTINGTo quote renowned American philosopher and writer Elbert Hubbard:

“Many people fail in life, not for lack of ability or brains or even courage, but simply because they have never organized their energies around a goal.”

There are many diff erent goal se ng tools out there. One such tool (as I am sure you are already aware) is the SMART goal. The acronym SMART has several slightly diff erent varia ons, which can be used to provide a more comprehensive defi ni on of goal se ng:

S - specifi c, signifi cant, stretchingM - measurable, meaningful, mo va onalA – a ainable, ac onable, achievable, acceptableR - relevant, realis c, reasonable, rewarding, results-orientedT – me-frame, me-based, me-bound, mely, tangible, trackable

Some professionals in the fi eld argue that as long as your goal is truly “Realis c” then the “T” is redundant and can be eliminated…I personally like “SMART” be er than “SMAR”….so I would say keep the “T” even if it stands for “Tell” – as in tell someone your goal…or “Tape” – as in tape it to your fridge so you can see it.

No ma er which acronym varia on you choose, it all comes down to simply taking the me to analyze, organize and construct your goals with forethought and purpose.

There are many diff erent categories of goals. As a guide-in training, it is important that you set mul ple types of goals for you to work towards achieving. This is will ensure that you are con nuing to develop as a well-rounded instructor. For the start of your KIC experience you are being asked to create a minimum of THREE goals. Please ensure that you are revisi ng these goals throughout trip. A er the mid-point (following mid trip debrief) you will be asked to indicate next steps, revamp and re-write, or create new goals. Please note that all these tasks will contribute towards the overall mark of your goal se ng assignment.

E SMART G

“I want to improve my ability to ac vely listen to my instructors and my peers. To do this I will always turn my shoulders and head towards the speaker and not interrupt them. If I do interrupt I will apologize and ask them to fi nish their thought. I will try to reach this goal by Day 12 of trip. I will know I have achieved this goal when I can always repeat the main idea that the speaker shared.”

GOAL SETTINGTo quote renowned American philosopher and writer Elbert Hubbard:

“Many people fail in life, not for lack of ability or brains or even courage, but simply because they have never organized their energies around a goal.”

There are many diff erent goal se ng tools out there. One such tool (as I am sure you are already aware) is the SMART goal. The acronym SMART has several slightly diff erent varia ons, which can be used to provide a more comprehensive defi ni on of goal se ng:

S - specifi c, signifi cant, stretchingM - measurable, meaningful, mo va onalA – a ainable, ac onable, achievable, acceptableR - relevant, realis c, reasonable, rewarding, results-orientedT – me-frame, me-based, me-bound, mely, tangible, trackable

Some professionals in the fi eld argue that as long as your goal is truly “Realis c” then the “T” is redundant and can be eliminated…I personally like “SMART” be er than “SMAR”….so I would say keep the “T” even if it stands for “Tell” – as in tell someone your goal…or “Tape” – as in tape it to your fridge so you can see it.

No ma er which acronym varia on you choose, it all comes down to simply taking the me to analyze, organize and construct your goals with forethought and purpose.

There are many diff erent categories of goals. As a guide-in training, it is important that you set mul ple types of goals for you to work towards achieving. This is will ensure that you are con nuing to develop as a well-rounded instructor. For the start of your KIC experience you are being asked to create a minimum of THREE goals. Please ensure that you are revisi ng these goals throughout trip. A er the mid-point (following mid trip debrief) you will be asked to indicate next steps, revamp and re-write, or create new goals. Please note that all these tasks will contribute towards the overall mark of your goal se ng assignment.

E SMART G

“I want to improve my ability to ac vely listen to my instructors and my peers. To do this I will always turn my shoulders and head towards the speaker and not interrupt them. If I do interrupt I will apologize and ask them to fi nish their thought. I will try to reach this goal by Day 12 of trip. I will know I have achieved this goal when I can always repeat the main idea that the speaker shared.”

143 143

GOAL SETTINGSet three goals you want to achieve over your program. Beside each, indicate how instructors can help you to achieve your goal.

G H I C H Y !

Goal #1:

Goal #2:

Goal #3:

GOAL SETTINGSet three goals you want to achieve over your program. Beside each, indicate how instructors can help you to achieve your goal.

G H I C H Y !

Goal #1:

Goal #2:

Goal #3:

144 144

GOAL SETTING REVISITEDThink about the feedback that you received during your mid-trip debrief. Using this informa on and your own opinions regarding the progress you have made towards achieving your goals please evaluate how you think you are doing and what your next steps are going to be. If needed, feel free to revamp and rewrite your goals. If you have achieved any of your goals, please create some new ones for the remainder of the trip.

G P N S

Goal #1:

Goal #2:

Goal #3:

GOAL SETTING REVISITEDThink about the feedback that you received during your mid-trip debrief. Using this informa on and your own opinions regarding the progress you have made towards achieving your goals please evaluate how you think you are doing and what your next steps are going to be. If needed, feel free to revamp and rewrite your goals. If you have achieved any of your goals, please create some new ones for the remainder of the trip.

G P N S

Goal #1:

Goal #2:

Goal #3:

145 145

PRE-TRIP FITNESS REFLECTION 1. Experts recommend that youth and teens par cipate in 60 minutes of

physical ac vity every day. Do you feel you are able to achieve this most days during the school year? If so what types of ac vi es do you do each day? If not, what are some of the barriers preven ng you from being able to par cipate in this amount of daily physical ac vity?

2. Experts also recommend that your daily ac vi es include three types of exercises: strength, endurance, and fl exibility training. Do you feel that your daily ac vi es achieve this? If so, what type of exercise(s) do you get the most of? Why do you think that is? If not, what type of exercise(s) do you feel you are missing and why?

3. Do you feel that par cipa ng in KIC will allow you to meet these two recommenda ons? Why do you think this?

PRE-TRIP FITNESS REFLECTION 1. Experts recommend that youth and teens par cipate in 60 minutes of

physical ac vity every day. Do you feel you are able to achieve this most days during the school year? If so what types of ac vi es do you do each day? If not, what are some of the barriers preven ng you from being able to par cipate in this amount of daily physical ac vity?

2. Experts also recommend that your daily ac vi es include three types of exercises: strength, endurance, and fl exibility training. Do you feel that your daily ac vi es achieve this? If so, what type of exercise(s) do you get the most of? Why do you think that is? If not, what type of exercise(s) do you feel you are missing and why?

3. Do you feel that par cipa ng in KIC will allow you to meet these two recommenda ons? Why do you think this?

146 146

POST-TRIP FITNESS REFLECTION 1. Now that you are nearly completed KIC, do you feel as though you were

able to meet not only the 60 min of daily physical ac vity, but also all three types of exercise (strength, endurance, fl exibility) on a daily basis?

2. What type of exercise do you feel you were able to get the most of? What were some ac vi es you did that would be considered this type of exercise?

3. What type of exercise do you feel was done the least? As an LOD, how could you change a typical KIC day so that this type of exercise could be included?

POST-TRIP FITNESS REFLECTION 1. Now that you are nearly completed KIC, do you feel as though you were

able to meet not only the 60 min of daily physical ac vity, but also all three types of exercise (strength, endurance, fl exibility) on a daily basis?

2. What type of exercise do you feel you were able to get the most of? What were some ac vi es you did that would be considered this type of exercise?

3. What type of exercise do you feel was done the least? As an LOD, how could you change a typical KIC day so that this type of exercise could be included?

147 147

POST-TRIP FITNESS REFLECTION CONTINUED...4. It is very evident that you have been very ac ve every day for several

weeks. Do you feel that you have improved your overall level of fi tness? If so, how do you feel you have improved?

5. Do you feel as though you have gained other health related benefi ts? Please provide some examples.

6. As you return to the “real world” and back to your “everyday life” what are some ways you can keep this healthy living momentum going?

POST-TRIP FITNESS REFLECTION CONTINUED...4. It is very evident that you have been very ac ve every day for several

weeks. Do you feel that you have improved your overall level of fi tness? If so, how do you feel you have improved?

5. Do you feel as though you have gained other health related benefi ts? Please provide some examples.

6. As you return to the “real world” and back to your “everyday life” what are some ways you can keep this healthy living momentum going?

148 148

LESSON OVERVIEWL #1: Y C This lesson is your Choice…that’s right…anything appropriate you want to teach the group. A chance to shake off the dust and get comfy teaching.Poten al lesson topics could include, but are not limited to:

� Art � Lore � Astronomy � Fitness � Legends � Fun things � Nature � History � Anything relevant to trip

L #2: T P The object of this lesson is to demonstrate that you can organize and present a body of knowledge eff ec vely. The presenta on should involve the learners but is less focused on them learning a new skill (for example the learner may listen, watch, and ask ques ons). Your task is to communicate a body of informa on in an interes ng and educa ng manner. Teaching aids should be used as you deem appropriate. You should be prepared to answer ques ons from the group. Clear communica on, and your ability to get the key points across are your primary objec ve.

Your topic was assigned to you in the Spring. Please ensure that both you and your instructors are aware of your theory lesson prior to leaving for trip.

L #3: P (S ) L The object of the prac cal lesson is to demonstrate your ability to facilitate the learning of a psychomotor (a physically do–able) skill. Please note that your lesson must include a physical breakdown of the skill (phases of movement) and a technically correct demonstra on performed by you. Instructors will also be watching and listening for your ability to detect and correct any errors that you see.

Prac cal Skill Lesson topics will be assigned to you by your instructors. The skills will most likely be a kayak stroke but may also include elements of a rescue or other physical kayak related skills.

LESSON OVERVIEWL #1: Y C This lesson is your Choice…that’s right…anything appropriate you want to teach the group. A chance to shake off the dust and get comfy teaching.Poten al lesson topics could include, but are not limited to:

� Art � Lore � Astronomy � Fitness � Legends � Fun things � Nature � History � Anything relevant to trip

L #2: T P The object of this lesson is to demonstrate that you can organize and present a body of knowledge eff ec vely. The presenta on should involve the learners but is less focused on them learning a new skill (for example the learner may listen, watch, and ask ques ons). Your task is to communicate a body of informa on in an interes ng and educa ng manner. Teaching aids should be used as you deem appropriate. You should be prepared to answer ques ons from the group. Clear communica on, and your ability to get the key points across are your primary objec ve.

Your topic was assigned to you in the Spring. Please ensure that both you and your instructors are aware of your theory lesson prior to leaving for trip.

L #3: P (S ) L The object of the prac cal lesson is to demonstrate your ability to facilitate the learning of a psychomotor (a physically do–able) skill. Please note that your lesson must include a physical breakdown of the skill (phases of movement) and a technically correct demonstra on performed by you. Instructors will also be watching and listening for your ability to detect and correct any errors that you see.

Prac cal Skill Lesson topics will be assigned to you by your instructors. The skills will most likely be a kayak stroke but may also include elements of a rescue or other physical kayak related skills.

149 149

LESSON PLAN EXAMPLEThis is not a complete lesson plan.

This contains only enough informa on for demonstra on purposes.

Name: John Smith Course: OPTopic: Forward Stroke Dura on: 10-15 mins

L G : (A general statement about what students are to be learning. We are learning to…)

Students are learning to perform an effi cient and eff ective forward stroke while in a canoe using the phases of movement.

S C : (How students can recognize if they have been successful. What I’m looking for…)

• Are the students’ hands placed properly on the paddle?• Can students identify phases of movement for the forward stroke?• Is the core being engaged to get the most eff ective means of power for the

forward stroke (rather than all arm muscles)?

U D F L : I) L E :

(Is the classroom set up for all learners?)• Sun is behind students• Lesson location has room for practice and suitable for supervision• Environment is as distraction free as possible

II) S :(Is the lesson designed for my learners? Are they prepared to learn?)• Students are rested/nourished/hydrated• The lesson is suitable for the students current level of experience• The lesson builds on students’ previous knowledge (scaff olding)• Specifi c student needs have been considered and addressed• Students are made aware of any equipment or items they need for the

lesson (i.e. Paper, pencil, paddle, PFD…)

III) L S :• Auditory: Verbal instructions and demonstrations are narrated• Visual: Full demonstration of skill breakdown and full skill• Kinesthetic: Opportunity for practice with feedback

M /E : • Students are made aware of any equipment or items they need for the lesson

(i.e. paper, pencil, paddle, PFD…• Canoes/ safety equipment• White board

LESSON PLAN EXAMPLEThis is not a complete lesson plan.

This contains only enough informa on for demonstra on purposes.

Name: John Smith Course: OPTopic: Forward Stroke Dura on: 10-15 mins

L G : (A general statement about what students are to be learning. We are learning to…)

Students are learning to perform an effi cient and eff ective forward stroke while in a canoe using the phases of movement.

S C : (How students can recognize if they have been successful. What I’m looking for…)

• Are the students’ hands placed properly on the paddle?• Can students identify phases of movement for the forward stroke?• Is the core being engaged to get the most eff ective means of power for the

forward stroke (rather than all arm muscles)?

U D F L : I) L E :

(Is the classroom set up for all learners?)• Sun is behind students• Lesson location has room for practice and suitable for supervision• Environment is as distraction free as possible

II) S :(Is the lesson designed for my learners? Are they prepared to learn?)• Students are rested/nourished/hydrated• The lesson is suitable for the students current level of experience• The lesson builds on students’ previous knowledge (scaff olding)• Specifi c student needs have been considered and addressed• Students are made aware of any equipment or items they need for the

lesson (i.e. Paper, pencil, paddle, PFD…)

III) L S :• Auditory: Verbal instructions and demonstrations are narrated• Visual: Full demonstration of skill breakdown and full skill• Kinesthetic: Opportunity for practice with feedback

M /E : • Students are made aware of any equipment or items they need for the lesson

(i.e. paper, pencil, paddle, PFD…• Canoes/ safety equipment• White board

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L O

G : (An interes ng and relevant means of engaging students in the lesson.)

A friend and I in a boat, paddling with the butt end of our paddles, with no follow through phase (paddles will not come out of the water) all while being very obnoxious and stating over and over how hard it is to paddle a canoe.

I : (Explain the ra onale/importance of the lesson topic.)

Explain importance of effi ciency and eff ective forward stroke for vari-ous situations: moving water, tripping, Canadian style paddling.

B : (This is the outline of your lesson. It should not contain detailed informa on on your topic. It should contain the progression of your lesson.)

• Talk about the 3 phases of movement, prep, execution, follow through (audio learners)

• Explain how the 3 phases of movement are used during your forward stroke (use a white board for the visual learners)

• Demonstrate the 3 phases of movement separately to ensure learning and understanding (kinesthetic learners)

• Get students to demonstrate diff erent phases• Ask if people have any questions• Demonstrate the skill in full • Have students perform the skill and give time for practice and feedback

C : (This should provide evidence that all learning goals and success criteria have been met.)

Break the students into groups. Have a quiz with prizes for the group that has the most correct answers.

L O

G : (An interes ng and relevant means of engaging students in the lesson.)

A friend and I in a boat, paddling with the butt end of our paddles, with no follow through phase (paddles will not come out of the water) all while being very obnoxious and stating over and over how hard it is to paddle a canoe.

I : (Explain the ra onale/importance of the lesson topic.)

Explain importance of effi ciency and eff ective forward stroke for vari-ous situations: moving water, tripping, Canadian style paddling.

B : (This is the outline of your lesson. It should not contain detailed informa on on your topic. It should contain the progression of your lesson.)

• Talk about the 3 phases of movement, prep, execution, follow through (audio learners)

• Explain how the 3 phases of movement are used during your forward stroke (use a white board for the visual learners)

• Demonstrate the 3 phases of movement separately to ensure learning and understanding (kinesthetic learners)

• Get students to demonstrate diff erent phases• Ask if people have any questions• Demonstrate the skill in full • Have students perform the skill and give time for practice and feedback

C : (This should provide evidence that all learning goals and success criteria have been met.)

Break the students into groups. Have a quiz with prizes for the group that has the most correct answers.

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LESSON PLANName: Course:

Topic: Dura on:

L G :

S C :

U D F L : I) L E :

II) S :

III) L S :

M /E :


Topic: Dura on:

L G :

S C :

U D F L : I) L E :

II) S :

III) L S :

M /E :

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L O

G :

I :

B :

C :

L O

G :

I :

B :

C :

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A L P N

L R (C A D L )

1. Did your lesson meet your expecta ons?

2. What part of your lesson do you feel went really well?

3. What would you do diff erently if you were to deliver the same lesson again?

4. What will you do diff erently the next me you teach a lesson?

A L P N

L R (C A D L )





154 154


Topic: Dura on:

L G :

S C :

U D F L : I) L E :

II) S :

III) L S :

M /E :


Topic: Dura on:

L G :

S C :

U D F L : I) L E :

II) S :

III) L S :

M /E :

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L O

G :

I :

B :

C :

L O

G :

I :

B :

C :

156 156

A L P N

L R (C A D L )





A L P N

L R (C A D L )





A L P N

L R (C A D L )





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SKILL BREAKDOWN TEMPLATE P E

P

Descrip on:

Common Mistakes:

Tips and Tricks:

E

Descrip on:

Common Mistakes:

Tips and Tricks:

F-T

Descrip on:

Common Mistakes:

Tips and Tricks:

SKILL BREAKDOWN TEMPLATE P E

P

Descrip on:

Common Mistakes:

Tips and Tricks:

E

Descrip on:

Common Mistakes:

Tips and Tricks:

F-T

Descrip on:

Common Mistakes:

Tips and Tricks:

158 158


Topic: Dura on:

L G :

S C :

U D F L : I) L E :

II) S :

III) L S :

M /E :


Topic: Dura on:

L G :

S C :

U D F L : I) L E :

II) S :

III) L S :

M /E :

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L O

G :

I :

B :

C :

L O

G :

I :

B :

C :

160 160

A L P N

L R (C A D L )





A L P N

L R (C A D L )





161 161

A ,

. T

/ .

I

.

TRIP LOG AND DAILY REFLECTIONS

A ,

. T

/ .

I

.

TRIP LOG AND DAILY REFLECTIONS

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DAILY REFLECTIVE QUESTIONS � Do you feel that a safe and inclusive environment was created for everyone

today? Why or why not?

� Do you think this trip is going to be easier or harder than you imagined?

� Propose a strategy you can use tomorrow to help create a safe and inclusive environment.

� What are two strategies you can use to increase student engagement during lessons?

� Describe two teaching strategies you observed today that you liked. Explain why you liked each of these strategies.

� Describe one teaching strategy you saw today that you disliked. Explain why you disliked this strategy. Propose one strategy would you use instead.

� Describe why you think this strategy would be more eff ec ve.

� When you think about the students in this group are there any students who are less engaged and/or connected than others?

� Describe two strategies you can use to help engage and connect students who are withdrawn from a group.

� Were there any safety concerns today? What can be done to limit this from happening again?

� Describe three things you did today that you are proud of.

� What is your favourite part of the trip so far?

� Describe one “ah ha” moment you have had on trip so far.

� Describe one “ah ha” moment you have witnessed someone else have on trip so far.

� Posi ve reinforcement is more eff ec ve when it is very specifi c. Give an example of specifi c verbal praise you could give a student or client to reinforce a desired ac on.

� Is this trip what you expected? Explain.

DAILY REFLECTIVE QUESTIONS � Do you feel that a safe and inclusive environment was created for everyone

today? Why or why not?

� Do you think this trip is going to be easier or harder than you imagined?

� Propose a strategy you can use tomorrow to help create a safe and inclusive environment.

� What are two strategies you can use to increase student engagement during lessons?

� Describe two teaching strategies you observed today that you liked. Explain why you liked each of these strategies.

� Describe one teaching strategy you saw today that you disliked. Explain why you disliked this strategy. Propose one strategy would you use instead.

� Describe why you think this strategy would be more eff ec ve.

� When you think about the students in this group are there any students who are less engaged and/or connected than others?

� Describe two strategies you can use to help engage and connect students who are withdrawn from a group.

� Were there any safety concerns today? What can be done to limit this from happening again?

� Describe three things you did today that you are proud of.

� What is your favourite part of the trip so far?

� Describe one “ah ha” moment you have had on trip so far.

� Describe one “ah ha” moment you have witnessed someone else have on trip so far.

� Posi ve reinforcement is more eff ec ve when it is very specifi c. Give an example of specifi c verbal praise you could give a student or client to reinforce a desired ac on.

� Is this trip what you expected? Explain.

163 163

� Look back at the three leadership quali es you thought were most important in your pre-trip refl ec on. Do you s ll agree with these quali es? Jus fy your answer.

� Look back at your goals for your KIC trip. Evaluate your progress towards achieving these goals using a method of your choice.

� How can the instructors be er support you and your growth during the remainder of your trip?

� How would you describe this group to someone who had never met them?

� What are this groups strengths?

� What are this group’s challenges/weaknesses?

� Develop two strategies you can use to help this group grow with respect to its challenges/weaknesses.

� What stage of group development do you feel this group is at? Explain.

� Propose two ac vi es you could use to help this group get to the next stage.

� What were your favourite and least favourite parts of today?

� Do you fi nd that you are feeling “burnt out” at this point in the trip? Explain.

� What is one thing you can do every day in order for you to maintain your energy and ensure your group gets the best of you?

� Is there anything you wish was diff erent about your trip? Explain.

� Describe the quali es and leadership style of the instructor who has been the most inspira onal to you during your me at Gould Lake.

� Describe your leadership “style”. What are the advantages of your leadership style? What are some poten al problems with your leadership style?

� What are two strategies you can use as a leader to help minimize the poten al problems you described above?

� Look back at the three leadership quali es you thought were most important in your pre-trip refl ec on. Do you s ll agree with these quali es? Jus fy your answer.

� Look back at your goals for your KIC trip. Evaluate your progress towards achieving these goals using a method of your choice.

� How can the instructors be er support you and your growth during the remainder of your trip?

� How would you describe this group to someone who had never met them?

� What are this groups strengths?

� What are this group’s challenges/weaknesses?

� Develop two strategies you can use to help this group grow with respect to its challenges/weaknesses.

� What stage of group development do you feel this group is at? Explain.

� Propose two ac vi es you could use to help this group get to the next stage.

� What were your favourite and least favourite parts of today?

� Do you fi nd that you are feeling “burnt out” at this point in the trip? Explain.

� What is one thing you can do every day in order for you to maintain your energy and ensure your group gets the best of you?

� Is there anything you wish was diff erent about your trip? Explain.

� Describe the quali es and leadership style of the instructor who has been the most inspira onal to you during your me at Gould Lake.

� Describe your leadership “style”. What are the advantages of your leadership style? What are some poten al problems with your leadership style?

� What are two strategies you can use as a leader to help minimize the poten al problems you described above?

164 164

DAILY REFLECTIVE QUESTIONS CONTINUED � Were there any “almost accidents” during your trip thus far, or minor

injuries that could have been worse? If so describe them.

� What strategies could you use to help minimize the chance of these re-occurring?

� What do you think are the most common injuries or medical concerns on trip?

� Give at least three strategies / rules you would use as an instructor to help minimize the risk of these occurring.

� Overall, do you feel that the group is having a posi ve experience with Gould Lake? Explain.

� How do you feel you contributed to your group’s experience?

� What do you think is the most important thing you have learned about yourself while par cipa ng in Gould Lake programs?

� If you could change one thing about the student experience with Gould Lake what would it be? Explain why you think this change is important.

� If you could change the KIC course what would you do diff erently?

� Would you recommend this course to others? What would you say to future students about this course to convince them to sign up?

� How has your KIC experience changed you as an Outdoor Educator/Guide? How has it changed you as a person?

S T L

D & T C L W

Date:

Loca on Start/End

ON/OFF:

Fresh water access: Distance: Wind Speed:

Wave Height:

Total Hrs:

Group Morale: # of breaks: Clear/Foggy/Rain:

DAILY REFLECTIVE QUESTIONS CONTINUED � Were there any “almost accidents” during your trip thus far, or minor

injuries that could have been worse? If so describe them.

� What strategies could you use to help minimize the chance of these re-occurring?

� What do you think are the most common injuries or medical concerns on trip?

� Give at least three strategies / rules you would use as an instructor to help minimize the risk of these occurring.

� Overall, do you feel that the group is having a posi ve experience with Gould Lake? Explain.

� How do you feel you contributed to your group’s experience?

� What do you think is the most important thing you have learned about yourself while par cipa ng in Gould Lake programs?

� If you could change one thing about the student experience with Gould Lake what would it be? Explain why you think this change is important.

� If you could change the KIC course what would you do diff erently?

� Would you recommend this course to others? What would you say to future students about this course to convince them to sign up?

� How has your KIC experience changed you as an Outdoor Educator/Guide? How has it changed you as a person?

S T L

D & T C L W

Date:

Loca on Start/End

ON/OFF:

Fresh water access: Distance: Wind Speed:

Wave Height:

Total Hrs:

Group Morale: # of breaks: Clear/Foggy/Rain:

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*** DON’T FORGET TO COMPLETE YOUR FINAL TRIP REFLECTION (SEE GPP30 ASSIGNMENT SECTION)***

*** DON’T FORGET TO COMPLETE YOUR FINAL TRIP REFLECTION (SEE GPP30 ASSIGNMENT SECTION)***

195 195

KIC SUMMARY TRIP LOG N S S

Start Loca on:

Start Date:

End Loca on:

End Date:

Total #of Days on Trip:

Total Distance Paddled:

Notes:

KIC SUMMARY TRIP LOG N S S

Start Loca on:

Start Date:

End Loca on:

End Date:

Total #of Days on Trip:

Total Distance Paddled:

Notes:

196 196

SO YOU WANNA WORK AT GLOC?

G : � Staff applica ons are typically due in December. These can be found at

www.gouldlake.ca (under the staff drop down). � Interviews are typically conducted during or around the high school exam

period (usually late January/early February). � Interviews can be conducted in person or via Skype � Hiring is condi onal upon successful comple on of required cer fi ca ons

prior to start date.

A P : � Applicant Cover Page � Résumé and Cover Le er � Condensed Trip Log -include trip type (canoe/kayaking/hiking), dates,

dura on, loca on and leadership role. � Proof of Na onal Lifeguard cer fi ca on or meline/plan to obtain it. � Two (2) References -include name, contact phone number and email. These

references should be recent (within the year), no fi ed and willing to act as a reference, able to provide you with a posi ve reference that speaks to your candidacy of working at Gould Lake.

� For applicants s ll in high school. Please provide a le er of reference from your current Principal.

M T L Q : � Na onal Lifeguard � Advanced Wilderness First Aid (40hr) � Standard First Aid / Basic CPR � ORCKA Flatwater Kayak Instructor (or equivalent) � ORCKA Canoe Tripping Level 3 (known as Canoe Tripping Level 2 pre 2009)

or equivalent � Tripping staff must be a minimum of 18 years of age.

Applicants do not need to meet the minimum trip leader qualifi ca ons in order to apply. Should a successful applicant be missing minimum cer fi ca ons, they will be required to commit to a aining our minimum standard prior to their start date. To assist in this regard, we have annual spring staff training programs which covers Advanced Wilderness First Aid (40hr), Canoe Tripping 3, Na onal Lifeguard recer fi ca on and ORCKA Flatwater Kayak Instructor.

SO YOU WANNA WORK AT GLOC?

G : � Staff applica ons are typically due in December. These can be found at

www.gouldlake.ca (under the staff drop down). � Interviews are typically conducted during or around the high school exam

period (usually late January/early February). � Interviews can be conducted in person or via Skype � Hiring is condi onal upon successful comple on of required cer fi ca ons

prior to start date.

A P : � Applicant Cover Page � Résumé and Cover Le er � Condensed Trip Log -include trip type (canoe/kayaking/hiking), dates,

dura on, loca on and leadership role. � Proof of Na onal Lifeguard cer fi ca on or meline/plan to obtain it. � Two (2) References -include name, contact phone number and email. These

references should be recent (within the year), no fi ed and willing to act as a reference, able to provide you with a posi ve reference that speaks to your candidacy of working at Gould Lake.

� For applicants s ll in high school. Please provide a le er of reference from your current Principal.

M T L Q : � Na onal Lifeguard � Advanced Wilderness First Aid (40hr) � Standard First Aid / Basic CPR � ORCKA Flatwater Kayak Instructor (or equivalent) � ORCKA Canoe Tripping Level 3 (known as Canoe Tripping Level 2 pre 2009)

or equivalent � Tripping staff must be a minimum of 18 years of age.

Applicants do not need to meet the minimum trip leader qualifi ca ons in order to apply. Should a successful applicant be missing minimum cer fi ca ons, they will be required to commit to a aining our minimum standard prior to their start date. To assist in this regard, we have annual spring staff training programs which covers Advanced Wilderness First Aid (40hr), Canoe Tripping 3, Na onal Lifeguard recer fi ca on and ORCKA Flatwater Kayak Instructor.

197 197

ORCKA FLATWATER KAYAK INSTRUCTOR:

� At least 16 years of age

� Current ORCKA Member (membership is included in the program par cipant fee)

� ORCKA Flatwater Kayaking or ORCKA Flatwater Kayaking Level B, equivalent cer fi ca on or comparable skills and experience (with the permission of the Course Director)

� At least three separate kayaking excursions of at least three hours and 15 km each

� It is strongly recommended that all Flatwater Kayaking Instructors have, in addi on to their kayaking qualifi ca ons, some qualifi ca on in Swimming, First Aid and CPR

ORCKA CANOE TRIPPING 3:

� At least 17 years of age to qualify for Canoe Tripping Level 3 cer fi ca on.

� ORCKA Canoe Tripping Level 2, Canadian Style Paddling Level 1and River Running Level 1A (Tandem) or Moving Water Level 1A (Tandem), equivalent cer fi ca on or comparable skills and experience (with the permission of the Course Director)

� Evidence of at least 25 nights of wilderness canoe tripping experience; wilderness canoe tripping distances totaling 500 km: at least 6 canoe trips in which the candidate was responsible for some of the organiza on and leadership and at least one wilderness trip of 5 days or more.

ORCKA PREREQUISITES

ORCKA FLATWATER KAYAK INSTRUCTOR:

� At least 16 years of age

� Current ORCKA Member (membership is included in the program par cipant fee)

� ORCKA Flatwater Kayaking or ORCKA Flatwater Kayaking Level B, equivalent cer fi ca on or comparable skills and experience (with the permission of the Course Director)

� At least three separate kayaking excursions of at least three hours and 15 km each

� It is strongly recommended that all Flatwater Kayaking Instructors have, in addi on to their kayaking qualifi ca ons, some qualifi ca on in Swimming, First Aid and CPR

ORCKA CANOE TRIPPING 3:

� At least 17 years of age to qualify for Canoe Tripping Level 3 cer fi ca on.

� ORCKA Canoe Tripping Level 2, Canadian Style Paddling Level 1and River Running Level 1A (Tandem) or Moving Water Level 1A (Tandem), equivalent cer fi ca on or comparable skills and experience (with the permission of the Course Director)

� Evidence of at least 25 nights of wilderness canoe tripping experience; wilderness canoe tripping distances totaling 500 km: at least 6 canoe trips in which the candidate was responsible for some of the organiza on and leadership and at least one wilderness trip of 5 days or more.

ORCKA PREREQUISITES

198 198

KEEP IN TOUCH

N C I

KEEP IN TOUCH

N C I

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Do you have a great idea for a Gould Lake T-Shirt? Now is your chance to share your crea vity and poten ally have your design chosen to be used as next year’s offi cial Gould Lake T-Shirt! Please feel free to sketch or write a detailed descrip on of the shirt and give this page to your instructors (but not before fi lling out your “What does Gould Lake mean to you” on the next page).

DIY T-SHIRTDo you have a great idea for a Gould Lake T-Shirt? Now is your chance to share your crea vity and poten ally have your design chosen to be used as next year’s offi cial Gould Lake T-Shirt! Please feel free to sketch or write a detailed descrip on of the shirt and give this page to your instructors (but not before fi lling out your “What does Gould Lake mean to you” on the next page).

DIY T-SHIRT

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WHAT DOES GOULD LAKE MEAN TO YOU?This is your opportunity to write about what Gould Lake means to you. Wheth-er you are talking about the friends you have met, the places you have been or the things you have learned, it is all relevant and we want to hear about it! Please take your me and refl ect on your Gould Lake experiences.

WHAT DOES GOULD LAKE MEAN TO YOU?This is your opportunity to write about what Gould Lake means to you. Wheth-er you are talking about the friends you have met, the places you have been or the things you have learned, it is all relevant and we want to hear about it! Please take your me and refl ect on your Gould Lake experiences.

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www.gouldlake.ca �[email protected] �

@gouldlake_LDSB �613-376-1433 �

www.gouldlake.ca �[email protected] �

@gouldlake_LDSB �613-376-1433 �

kayak instructor course - gould lake outdoor centre

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